Say stop when a toy is taken
When to use this goal
For children who grab back, push, or cry when a peer takes or bumps their toy, or who let go without a signal. Present levels decide fit. A clear protest gives the student words for the moment and tells adults what happened.
- Baseline
- Record what the student does in 6 toy-taking moments across free play, and in a few planned set-ups if natural moments are rare. Note grabbing back, pushing, crying, letting go, and any words or signs.
- Tips
- Respond to every protest: help return the toy or help the peers take turns. Teach the peers to stop when they hear "stop". Planned set-ups with an adult are short and gentle; stop if the student becomes upset.
- Limits
- Natural toy-taking moments are unpredictable; pool across days. This goal adds a protest form; sharing and turn-taking with peers are covered in play-social-participation. Not a conflict resolution goal for older children.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-022.
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Goal
By the annual IEP review date, during free play or centers, when a peer takes, reaches for, or knocks over the student's toy or building, the student will protest with a word, approximation, sign, or device message such as "stop", "mine", or "my turn", or hold up a stop hand independently in at least 4 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
Baseline: 0 of 6 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. Direct observation 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
- 0 of 6 opportunities.
- Annual goal410 characters
- By the annual IEP review date, during free play or centers, when a peer takes, reaches for, or knocks over the student's toy or building, the student will protest with a word, approximation, sign, or device message such as "stop", "mine", or "my turn", or hold up a stop hand independently in at least 4 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During free play or centers, when a peer takes, reaches for, or knocks over the student's toy or building
- Behavior
- The student will protest with a word, approximation, sign, or device message such as "stop", "mine", or "my turn", or hold up a stop hand independently
- Criteria
- In at least 4 of 6 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- 3 times per week
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 4 of 6 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- 3 times per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during free play or centers, when a peer takes, reaches for, or knocks over the student's toy or building, the student will protest with a word, approximation, sign, or device message such as "stop", "mine", or "my turn", or hold up a stop hand independently in at least 4 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
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 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.