Comment to a peer during play
When to use this goal
For young students who use their system with adults, mostly to request, and rarely direct a message to a classmate. Peer comments ("cool", "uh oh", "you did it", "mine fast") build shared play. Base the choice on observation in free play, not age.
- Baseline
- Tally messages to peers during two play periods and record their function (request, comment, protest). Watch how peers respond; peers may need coaching to notice and answer device messages.
- Tips
- Tally each message clearly directed to a peer (by position, name, touch, or the peer's response) that is not a request. Coach peers to wait and answer. A student may prefer parallel play; that is fine, and comments can be brief.
- Limits
- Peer behavior strongly affects the count. The goal measures comments, not friendships or play skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-043.
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Goal
By the annual IEP review date, during a 15-minute free-play or center time with a peer who has been shown how to respond to device messages, the student will direct a comment to a peer using the device, sign, or a low-tech board (such as "cool", "uh oh", or "you did it") independently at least 4 times per 15-minute play period, on 3 of 4 consecutive observed days, as measured by frequency recording collected twice weekly.
Baseline: 0 times per 15-minute play period.
- 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 15-minute play period.
- Annual goal425 characters
- By the annual IEP review date, during a 15-minute free-play or center time with a peer who has been shown how to respond to device messages, the student will direct a comment to a peer using the device, sign, or a low-tech board (such as "cool", "uh oh", or "you did it") independently at least 4 times per 15-minute play period, on 3 of 4 consecutive observed days, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute free-play or center time with a peer who has been shown how to respond to device messages
- Behavior
- The student will direct a comment to a peer using the device, sign, or a low-tech board (such as "cool", "uh oh", or "you did it") independently
- Criteria
- At least 4 times per 15-minute play period, on 3 of 4 consecutive observed days
- Evaluation method
- Frequency recording
- Schedule
- Twice 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 15-minute play period
- Mastery rule:
- on 3 of 4 consecutive observed days
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute free-play or center time with a peer who has been shown how to respond to device messages, the student will direct a comment to a peer using the device, sign, or a low-tech board (such as "cool", "uh oh", or "you did it") independently at least 4 times per 15-minute play period, on 3 of 4 consecutive observed days, as measured by frequency recording collected twice 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 15-minute play period.
- 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.