Respond to a compliment with thanks
When to use this goal
For young students who argue with, ignore, or wreck work after a compliment ("No, it's ugly"). Present levels decide fit, not grade. Any thanks counts: a word, a sign, a nod, a thumbs-up, or a device message. Eye contact is never required.
- Baseline
- For one week, record the first 5 compliments the student gets each day and what they did next. Note who gave the compliment and whether it was public or private, since public praise is harder for some students. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- If public praise is the trigger, give compliments privately and quietly at first. Make compliments specific ("you used three colors") rather than general. A student who chooses a nod over words is meeting the goal.
- Limits
- Measures the response, not whether the student agrees with the compliment. Strong reactions to praise can have many causes; talk with the family about what praise looks like at home.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-007.
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Goal
By the annual IEP review date, when a peer or adult gives them a compliment about their work or actions during class, the student will respond to the compliment by saying or signing thank you, nodding, or giving a thumbs-up independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily, first 5 compliments.
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-Concept & Positive Self-Talk.
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-Concept & Positive Self-Talk
- Baseline
- 1 of 5 opportunities.
- Annual goal381 characters
- By the annual IEP review date, when a peer or adult gives them a compliment about their work or actions during class, the student will respond to the compliment by saying or signing thank you, nodding, or giving a thumbs-up independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily, first 5 compliments.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer or adult gives them a compliment about their work or actions during class
- Behavior
- The student will respond to the compliment by saying or signing thank you, nodding, or giving a thumbs-up independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, first 5 compliments
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:
- on 4 of 5 observed days
- Collection schedule:
- daily, first 5 compliments
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a peer or adult gives them a compliment about their work or actions during class, the student will respond to the compliment by saying or signing thank you, nodding, or giving a thumbs-up independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily, first 5 compliments.
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.