Share a joke or funny comment with peers
When to use this goal
For older students whose device holds requests and school answers but little for social closeness: jokes, teasing banter, reactions ("no way", "that's wild"), and compliments. These messages matter for friendships. Base the choice on the student's interests and observation of social times.
- Baseline
- Tally social-closeness messages in two social periods and look at the device for what is available. Ask the student and peers which words, sayings, and jokes they use; vocabulary that sounds like an adult chose it will not get used.
- Tips
- Tally each message whose purpose is social connection. Update the social page often with the student; humor goes stale fast. Peers' reactions count for more than adult praise, so set up chances to use messages with peers.
- Limits
- Social messages are hard to plan for and counts vary by group. The goal does not measure friendship; it measures one kind of message.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-049.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during lunch, a club, or a free period with peers, the student will use the device to share a joke, a funny reaction, or a friendly tease with a peer independently at least 4 times per 20-minute social period, on 3 of 4 consecutive observed days, as measured by frequency recording collected weekly.
Baseline: 0 times per 20-minute social 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 20-minute social period.
- Annual goal330 characters
- By the annual IEP review date, during lunch, a club, or a free period with peers, the student will use the device to share a joke, a funny reaction, or a friendly tease with a peer independently at least 4 times per 20-minute social period, on 3 of 4 consecutive observed days, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During lunch, a club, or a free period with peers
- Behavior
- The student will use the device to share a joke, a funny reaction, or a friendly tease with a peer independently
- Criteria
- At least 4 times per 20-minute social period, on 3 of 4 consecutive observed days
- 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 social period
- Mastery rule:
- on 3 of 4 consecutive observed days
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during lunch, a club, or a free period with peers, the student will use the device to share a joke, a funny reaction, or a friendly tease with a peer independently at least 4 times per 20-minute social period, on 3 of 4 consecutive observed days, 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 social 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.