Ask a peer for help with a toy or material during play
When to use this goal
For young students who struggle with a toy, container, or material and either give up, cry, or go only to adults, even when a capable peer is right there. Base the choice on observation during centers. Accept speech, sign, gestures, or a device message directed to the peer.
- Baseline
- Set up 5 planned play opportunities that need a second pair of hands, with a peer nearby, and record whether the student asks the peer, asks an adult, keeps trying alone, or stops. Note which peers the student gravitates toward; choose those peers as partners.
- Tips
- An opportunity begins when the student is visibly stuck on a play action (tries twice, stops, or looks around). Score correct when the request is directed to a peer within 30 seconds. Coach peers to respond with help, and praise both children. Asking an adult is still a good response and should be noted separately, not scored as an error.
- Limits
- Peers may not respond or may take over the toy; teach peer helpers as part of the plan. Planned materials become familiar quickly, so rotate them. Does not measure the social interaction after the help (see play and peer interaction goals).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-008.
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Goal
By the annual IEP review date, during centers or free play when they cannot complete a play action alone (such as opening a container, connecting pieces, reaching a shelf) and a peer is nearby, the student will ask a nearby peer for help by name, by tapping and showing the item, or with a word, sign, or device message (such as "help," "open," "can you hold this?") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during centers and outdoor play.
Baseline: 0 of 5 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 Requesting Help.
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 - Requesting Help
- Baseline
- 0 of 5 opportunities.
- Annual goal568 characters
- By the annual IEP review date, during centers or free play when they cannot complete a play action alone (such as opening a container, connecting pieces, reaching a shelf) and a peer is nearby, the student will ask a nearby peer for help by name, by tapping and showing the item, or with a word, sign, or device message (such as "help," "open," "can you hold this?") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during centers and outdoor play.
- Timeframe
- By the annual IEP review date
- Condition
- During centers or free play when they cannot complete a play action alone (such as opening a container, connecting pieces, reaching a shelf) and a peer is nearby
- Behavior
- The student will ask a nearby peer for help by name, by tapping and showing the item, or with a word, sign, or device message (such as "help," "open," "can you hold this?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Three times per week during centers and outdoor play
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 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- three times per week during centers and outdoor play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during centers or free play when they cannot complete a play action alone (such as opening a container, connecting pieces, reaching a shelf) and a peer is nearby, the student will ask a nearby peer for help by name, by tapping and showing the item, or with a word, sign, or device message (such as "help," "open," "can you hold this?") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during centers and outdoor play.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.