Tell a partner what to do in play
When to use this goal
For young students who request objects but do not yet tell others what to do ("you push", "put on", "turn it", "go up"). Directing play gives the student control and uses many core verbs. Base the choice on observation in play, not on age.
- Baseline
- Set up 8 pauses in play where the partner waits for direction and record directions given, requests for objects, or no response. Note which verbs are available on the device's core page.
- Tips
- Each partner pause in play is one opportunity, scored independent when the student uses an action word to direct the partner. Follow the direction right away, even silly ones. Use real play, not a drill.
- Limits
- Some activities invite more directions than others. The goal does not measure grammar or sentence length.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-063.
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Goal
By the annual IEP review date, during a 15-minute play activity with an adult or peer who waits for directions (cars, blocks, dolls, play dough), the student will tell the partner what to do with an action word on the device (such as "push", "put in", or "make it go") independently in at least 6 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 1 of 8 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 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
- 1 of 8 opportunities.
- Annual goal433 characters
- By the annual IEP review date, during a 15-minute play activity with an adult or peer who waits for directions (cars, blocks, dolls, play dough), the student will tell the partner what to do with an action word on the device (such as "push", "put in", or "make it go") independently in at least 6 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute play activity with an adult or peer who waits for directions (cars, blocks, dolls, play dough)
- Behavior
- The student will tell the partner what to do with an action word on the device (such as "push", "put in", or "make it go") independently
- Criteria
- In at least 6 of 8 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 6 of 8 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute play activity with an adult or peer who waits for directions (cars, blocks, dolls, play dough), the student will tell the partner what to do with an action word on the device (such as "push", "put in", or "make it go") independently in at least 6 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.