Show a toy to share interest
When to use this goal
For children who follow a partner's focus but rarely start sharing on their own. Choose it when play observation shows the student exploring toys alone with few attempts to bring the partner in. Present levels decide fit; some school-age children working on first communication need it too.
- Baseline
- Tally showing acts across three 15-minute sessions with the same partner and similar toys. Record separately acts that ask for help (handing a closed container) so they are not counted here. A count of zero is common and a useful starting point.
- Tips
- Count a show when the student directs an object toward a partner and the purpose is sharing, not getting help or giving it away. The student does not need to look at the partner's face; holding up, bringing, and vocalizing about the object all count. Respond with warm interest and a short comment every time so showing pays off.
- Limits
- Counts depend on how interesting the toys are; keep the toy set similar across sessions. Showing is one way of starting shared attention; pointing to share is measured in sl-ec-003. The template does not diagnose and does not prescribe a program.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-002.
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Goal
By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected twice weekly.
Baseline: 0 times per 15-minute play session.
- 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 Early 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 - Early Communication
- Baseline
- 0 times per 15-minute play session.
- Annual goal512 characters
- By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby
- Behavior
- The student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently
- Criteria
- At least 3 times per 15-minute play session, across 3 consecutive play sessions
- 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 3 times per 15-minute play session
- Mastery rule:
- across 3 consecutive play sessions
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, 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 session.
- 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.