Signal to keep a people game going
When to use this goal
For children at the earliest stage of intentional communication who enjoy movement and people games (tickles, swinging, peekaboo, being bounced). Present levels decide fit. The signal can be a body movement, a sound, a reach, a sign, or a word.
- Baseline
- Ask the family which games the student likes. Run 10 pauses across the games and record any signal within 10 seconds, describing its form. Write down the student's own signals so all adults know to respond to them.
- Tips
- Every signal gets the game back right away. Watch for small signals (a wiggle, a sound) and treat them as requests; this is how intentional communication grows. Later, shape the signal into a sign, word, or picture.
- Limits
- People games need a partner the student trusts; data from new adults may be lower. Some children dislike touch games; choose movement or sound games instead. Not a sensory goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-029.
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Goal
By the annual IEP review date, during a people game the student likes (tickles, bouncing on a ball, swinging in a blanket), when the adult stops and waits about 10 seconds, the student will signal for the game to continue by moving their body, vocalizing, reaching, touching the adult, signing, or saying a word 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 goal470 characters
- By the annual IEP review date, during a people game the student likes (tickles, bouncing on a ball, swinging in a blanket), when the adult stops and waits about 10 seconds, the student will signal for the game to continue by moving their body, vocalizing, reaching, touching the adult, signing, or saying a word 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 a people game the student likes (tickles, bouncing on a ball, swinging in a blanket), when the adult stops and waits about 10 seconds
- Behavior
- The student will signal for the game to continue by moving their body, vocalizing, reaching, touching the adult, signing, or saying a word 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 a people game the student likes (tickles, bouncing on a ball, swinging in a blanket), when the adult stops and waits about 10 seconds, the student will signal for the game to continue by moving their body, vocalizing, reaching, touching the adult, signing, or saying a word 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.