Stop when a peer says no or stop
When to use this goal
For students who keep going (tickling, tagging, borrowing, joking, touching) after a peer says no or stop. Present levels decide fit. Respecting someone else's no is the other half of body autonomy.
- Baseline
- Record 10 moments when a peer said no or stop and how long the student took to stop. Note the activity; excited play is often harder.
- Tips
- Teach every student the same stop words and signals. Stopping is the goal; apologizing is welcome but not required. A target near every opportunity reflects that another person's no always matters.
- Limits
- Peer signals vary; teach peers to say it clearly. The goal does not cover aggression, which needs a behavior plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-008.
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Goal
By the annual IEP review date, during recess, lunch, group work, or games, when a peer says no or stop, signals stop, or moves away, the student will stop the action within about 3 seconds of the peer's no or stop and give the peer space or ask what they want instead independently in at least 9 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
Baseline: 3 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. Direct observation 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 Relationships, Boundaries & Personal Safety.
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 - Relationships, Boundaries & Personal Safety
- Baseline
- 3 of 10 opportunities.
- Annual goal403 characters
- By the annual IEP review date, during recess, lunch, group work, or games, when a peer says no or stop, signals stop, or moves away, the student will stop the action within about 3 seconds of the peer's no or stop and give the peer space or ask what they want instead independently in at least 9 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During recess, lunch, group work, or games, when a peer says no or stop, signals stop, or moves away
- Behavior
- The student will stop the action within about 3 seconds of the peer's no or stop and give the peer space or ask what they want instead independently
- Criteria
- In at least 9 of 10 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- 3 times per week
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 9 of 10 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- 3 times per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during recess, lunch, group work, or games, when a peer says no or stop, signals stop, or moves away, the student will stop the action within about 3 seconds of the peer's no or stop and give the peer space or ask what they want instead independently in at least 9 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
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.