Recognize peer pressure and choose a response
When to use this goal
For students who go along with peers' requests to break rules, hand over money or items, or do things that put them at risk, often to keep a friendship. Present levels decide fit.
- Baseline
- Use 10 scenarios with a mix of harmless and pressuring requests. Score correct when the pressure is identified and a safe response is chosen.
- Tips
- Include harmless requests so the student does not refuse every invitation. Practice the responses aloud.
- Limits
- Real pressure comes with the wish to belong; scenario success is a start. Students who are exploited need adult follow-up.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-015.
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Goal
By the annual IEP review date, given 10 short scenarios of peer requests at school, online, or in the community, some harmless and some pressuring, the student will say whether the request is pressure, name the risk, and choose a response (say no, suggest something else, leave, or tell an adult) independently with at least 90% accuracy on peer request scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 40% accuracy.
- Annual goal466 characters
- By the annual IEP review date, given 10 short scenarios of peer requests at school, online, or in the community, some harmless and some pressuring, the student will say whether the request is pressure, name the risk, and choose a response (say no, suggest something else, leave, or tell an adult) independently with at least 90% accuracy on peer request scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 short scenarios of peer requests at school, online, or in the community, some harmless and some pressuring
- Behavior
- The student will say whether the request is pressure, name the risk, and choose a response (say no, suggest something else, leave, or tell an adult) independently
- Criteria
- With at least 90% accuracy on peer request scenarios, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on peer request scenarios
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 short scenarios of peer requests at school, online, or in the community, some harmless and some pressuring, the student will say whether the request is pressure, name the risk, and choose a response (say no, suggest something else, leave, or tell an adult) independently with at least 90% accuracy on peer request scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.