Tell a peer to stop when they do something unwanted
When to use this goal
For young students who cry, hit, run, or freeze when a peer takes their item, touches them, or gets too close, and who do not yet say "stop." Present levels and observation during play decide fit. Accept speech, sign, a stop gesture, or a device message.
- Baseline
- Observe play and centers for several days and record each time a peer does something the student objects to, with the student's response (says or signs stop, cries, hits, leaves, no response). Note which peers and situations occur most. Ask the family what the student does at home with siblings.
- Tips
- An opportunity is a peer action the student objects to (shown by any visible reaction). Score correct when the student directs a stop message to the peer within 10 seconds, before hitting, grabbing, or crying. Teach peers to respond to the message by stopping, and adults must back the message up every time. "Stop" is a consent and safety skill; never score it as rudeness.
- Limits
- Opportunities depend on peer behavior and are often missed by observers; planned practice fills the gap but must stay gentle. The goal measures the message, not whether the peer stopped; peer responsiveness needs teaching too. Does not fit situations involving aggression, which call for adult intervention.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-020.
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Goal
By the annual IEP review date, when a peer takes their item, touches them, or does something they do not want during play or centers, the student will tell the peer to stop using a word, sign, stop gesture, or device message (such as "stop," "no," "I don't like that") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during play and centers.
Baseline: 1 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 Self-Advocacy.
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 - Self-Advocacy
- Baseline
- 1 of 5 opportunities.
- Annual goal454 characters
- By the annual IEP review date, when a peer takes their item, touches them, or does something they do not want during play or centers, the student will tell the peer to stop using a word, sign, stop gesture, or device message (such as "stop," "no," "I don't like that") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during play and centers.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer takes their item, touches them, or does something they do not want during play or centers
- Behavior
- The student will tell the peer to stop using a word, sign, stop gesture, or device message (such as "stop," "no," "I don't like that") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly during play and centers
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:
- twice weekly during play and centers
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a peer takes their item, touches them, or does something they do not want during play or centers, the student will tell the peer to stop using a word, sign, stop gesture, or device message (such as "stop," "no," "I don't like that") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during play and centers.
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.