Start an interaction with a peer using the device
When to use this goal
For students who use their system with adults but not with peers, who are the people they will communicate with most. Base the choice on observation of free play or group work. Peers may need training to be good partners.
- Baseline
- Observe two or three peer activities and count initiations toward peers on the device and in other ways (approaching, touching, vocalizing). Note whether peers respond to device messages; if not, peer training comes before this goal.
- Tips
- Count an initiation when the student directs a device message to a peer who was not already interacting with them. Train two or three peers to wait 10 seconds, look at the device, and respond. Choose activities with built-in reasons to talk (games with turns, shared materials). Adults step back once the peer partner is in place.
- Limits
- Peer behavior strongly affects counts; keep the partners and activity similar. Initiations that the peer ignores still count as initiations but tell the team the environment needs work. The template does not measure the quality of the interaction.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-009.
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Goal
By the annual IEP review date, during a 20-minute recess, center, or free-choice period with the device present and at least one trained peer partner, the student will initiate an interaction with a peer (such as a greeting, a request to play, a comment, or a question) using the device independently at least 4 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Baseline: 0 times per 20-minute activity.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 AAC & Augmentative Communication.
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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 0 times per 20-minute activity.
- Annual goal436 characters
- By the annual IEP review date, during a 20-minute recess, center, or free-choice period with the device present and at least one trained peer partner, the student will initiate an interaction with a peer (such as a greeting, a request to play, a comment, or a question) using the device independently at least 4 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute recess, center, or free-choice period with the device present and at least one trained peer partner
- Behavior
- The student will initiate an interaction with a peer (such as a greeting, a request to play, a comment, or a question) using the device independently
- Criteria
- At least 4 times per 20-minute activity, across 3 consecutive weekly observations
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 4 times per 20-minute activity
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute recess, center, or free-choice period with the device present and at least one trained peer partner, the student will initiate an interaction with a peer (such as a greeting, a request to play, a comment, or a question) using the device independently at least 4 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute activity.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.