Take turns with a peer using a switch-adapted toy
When to use this goal
For young students with significant motor or support needs who use a switch for play and are ready to share play with a peer. Base the choice on AT and OT input about switch placement and access. The switch-adapted toy (a bubble machine, a car, a music toy) gives both children a clear turn.
- Baseline
- During 2 sessions, record 10 turns and whether the student activated the switch on their turn, then let the peer go. Check switch position and access with the OT or AT specialist before collecting data. Note toys the student likes.
- Tips
- Each turn is an opportunity. Score correct when the student activates the switch on their turn and does not keep the toy running through the peer's turn. Any signal (a sound, a movement, a device message) that it is the peer's turn counts. Choose toys both children like.
- Limits
- Motor access and positioning affect results; check them first. Switch toys can be loud; consider the peer's and student's sensory needs. The goal does not measure other kinds of play.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-040.
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Goal
By the annual IEP review date, during play with a peer and a switch-adapted toy placed where the student can reach the switch, the student will activate the switch on their turn and then wait or signal for the peer to take a turn independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 10 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
- 2 of 10 opportunities.
- Annual goal380 characters
- By the annual IEP review date, during play with a peer and a switch-adapted toy placed where the student can reach the switch, the student will activate the switch on their turn and then wait or signal for the peer to take a turn independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During play with a peer and a switch-adapted toy placed where the student can reach the switch
- Behavior
- The student will activate the switch on their turn and then wait or signal for the peer to take a turn independently
- Criteria
- In at least 8 of 10 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 8 of 10 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 play with a peer and a switch-adapted toy placed where the student can reach the switch, the student will activate the switch on their turn and then wait or signal for the peer to take a turn independently in at least 8 of 10 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 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.