Use one object to stand for another in pretend play
When to use this goal
For preschoolers who use toys only for their real purpose and do not yet pretend that a block is a phone or a stick is a spoon. Object substitution supports pretend play with peers. Base the choice on a play assessment; the student should already have some functional play.
- Baseline
- During 2 play sessions, set up 6 chances to pretend (an adult models with an open-ended object) and record whether the student used an object as something else, used it for its real purpose, or did not respond. Note themes the student likes (cooking, vehicles, animals).
- Tips
- Each modeled chance is an opportunity. Score correct when the student uses the object as something else, during the session, without hand-over-hand help. Build on themes the student cares about. Spontaneous substitutions outside the chance also count; note them.
- Limits
- Pretend play develops at different times and in different ways; some children prefer building or physical play, which is also valuable. The goal does not measure pretend play with peers directly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-031.
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Goal
By the annual IEP review date, during a pretend-play session with a familiar adult who models using an object as something else (such as a block as a phone), the student will use an object as something else in play (such as holding a block to the ear as a phone or stirring with a stick as a spoon) independently in at least 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 0 of 6 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Play & Social Participation.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Social-Emotional & Communication - Play & Social Participation
- Baseline
- 0 of 6 opportunities.
- Annual goal448 characters
- By the annual IEP review date, during a pretend-play session with a familiar adult who models using an object as something else (such as a block as a phone), the student will use an object as something else in play (such as holding a block to the ear as a phone or stirring with a stick as a spoon) independently in at least 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a pretend-play session with a familiar adult who models using an object as something else (such as a block as a phone)
- Behavior
- The student will use an object as something else in play (such as holding a block to the ear as a phone or stirring with a stick as a spoon) independently
- Criteria
- In at least 4 of 6 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 6 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a pretend-play session with a familiar adult who models using an object as something else (such as a block as a phone), the student will use an object as something else in play (such as holding a block to the ear as a phone or stirring with a stick as a spoon) independently in at least 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.