Take turns in a simple toy game
When to use this goal
For children who play alone with toys or take over a shared toy, and are ready for back-and-forth play with one partner. Present levels decide fit. Simple games such as rolling a ball, stacking a tower together, or a pop-up toy work best.
- Baseline
- Time three games from the first turn until the student leaves or takes over the toy for more than 10 seconds. Note how many turns happened and which games lasted longest.
- Tips
- Start timing at the first turn and stop when the student leaves the game or keeps the toy through two of the partner's turns. Keep turns short at first so waiting is easy. The student can wait in any way, including moving or making sounds.
- Limits
- Duration does not count communication during the game; add a requesting or commenting goal if needed. Peer games depend on the peer; keep the peer the same during baseline. Group play routines belong in play-social-participation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-015.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a simple turn-taking game with one adult (rolling a ball, adding blocks to a tower, pushing a car down a ramp), when the adult says "My turn" and "Your turn", the student will continue a back-and-forth game, waiting for the partner's turn and taking their own turn, from the first turn until the student leaves the game independently for at least 4 minutes, across 3 consecutive sessions, as measured by duration recording collected twice weekly.
Baseline: 1 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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
- 1 minutes.
- Annual goal484 characters
- By the annual IEP review date, during a simple turn-taking game with one adult (rolling a ball, adding blocks to a tower, pushing a car down a ramp), when the adult says "My turn" and "Your turn", the student will continue a back-and-forth game, waiting for the partner's turn and taking their own turn, from the first turn until the student leaves the game independently for at least 4 minutes, across 3 consecutive sessions, as measured by duration recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a simple turn-taking game with one adult (rolling a ball, adding blocks to a tower, pushing a car down a ramp), when the adult says "My turn" and "Your turn"
- Behavior
- The student will continue a back-and-forth game, waiting for the partner's turn and taking their own turn, from the first turn until the student leaves the game independently
- Criteria
- For at least 4 minutes, across 3 consecutive sessions
- Evaluation method
- Duration recording
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 4 minutes
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a simple turn-taking game with one adult (rolling a ball, adding blocks to a tower, pushing a car down a ramp), when the adult says "My turn" and "Your turn", the student will continue a back-and-forth game, waiting for the partner's turn and taking their own turn, from the first turn until the student leaves the game independently for at least 4 minutes, across 3 consecutive sessions, as measured by duration recording collected twice weekly.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (4 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.