Ask for and check consent in role-play
When to use this goal
For high school students learning what consent looks like in everyday situations (a hug, holding hands, sharing a photo, a dance). Present levels and family input decide fit. Role-plays stay non-sexual and use age-matched scenes.
- Baseline
- Run one role-play and mark each step. Check that the student is comfortable; they can watch a video version instead.
- Tips
- Teach both sides: asking and giving or refusing consent. Use age-matched, non-sexual scenes. Involve the family.
- Limits
- Role-play does not show real-life choices. The IEP goal does not replace health education.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-018.
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Goal
By the annual IEP review date, during a role-play with the counselor of an everyday situation (asking to hold hands, to hug, to dance at an event), the student will carry out each step of the consent routine in the role-play, performing all 6 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal353 characters
- By the annual IEP review date, during a role-play with the counselor of an everyday situation (asking to hold hands, to hug, to dance at an event), the student will carry out each step of the consent routine in the role-play, performing all 6 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play with the counselor of an everyday situation (asking to hold hands, to hug, to dance at an event)
- Behavior
- The student will carry out each step of the consent routine in the role-play
- Criteria
- Performing all 6 steps independently, across 3 consecutive sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a role-play with the counselor of an everyday situation (asking to hold hands, to hug, to dance at an event), the student will carry out each step of the consent routine in the role-play, performing all 6 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Asks clearly before the action | ||||||||
| 2. Waits for an answer | ||||||||
| 3. Treats silence or "maybe" as no | ||||||||
| 4. Accepts a no without arguing or asking again | ||||||||
| 5. Checks again if the situation changes | ||||||||
| 6. Stops right away if the other person says stop or pulls away | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.