Imitate a new action with a toy
When to use this goal
For children who play with toys in a few repeated ways and do not yet copy a partner's action. Present levels decide fit. Imitation with objects often comes before imitating sounds and words.
- Baseline
- Present 10 single actions across familiar and new toys and record each as copied, partly copied, or not copied. Note whether the student copies actions they already do on their own but not new ones; new actions are the real target.
- Tips
- Use two sets so the student does not have to give up the toy to take a turn. Model with delight and pause. Count a copy when it is recognizable, even if the toy is used a bit differently.
- Limits
- Object imitation is a building block; it does not show communication by itself. Children with motor needs may need adapted toys. The template does not prescribe a program.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-013.
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Goal
By the annual IEP review date, during play with 2 identical sets of toys (such as 2 drums, 2 cars, 2 dolls), when the partner shows an action with their set and says "Your turn", the student will copy the partner's action with the toy (such as banging the drum, rolling the car, feeding the doll) independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Baseline: 2 of 10 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 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
- 2 of 10 opportunities.
- Annual goal455 characters
- By the annual IEP review date, during play with 2 identical sets of toys (such as 2 drums, 2 cars, 2 dolls), when the partner shows an action with their set and says "Your turn", the student will copy the partner's action with the toy (such as banging the drum, rolling the car, feeding the doll) independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During play with 2 identical sets of toys (such as 2 drums, 2 cars, 2 dolls), when the partner shows an action with their set and says "Your turn"
- Behavior
- The student will copy the partner's action with the toy (such as banging the drum, rolling the car, feeding the doll) independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during play with 2 identical sets of toys (such as 2 drums, 2 cars, 2 dolls), when the partner shows an action with their set and says "Your turn", the student will copy the partner's action with the toy (such as banging the drum, rolling the car, feeding the doll) independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 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 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.