End a conversation with a closing
When to use this goal
For students who walk away mid-conversation, or who cannot leave a conversation they want to end, and who want a way to close that works for them. Base the choice on the student's goals.
- Baseline
- Observe five conversation endings and record whether the student gave any closing in any mode before leaving, or stayed when they clearly wanted to leave. Ask the student what makes leaving a conversation hard. Role-plays give planned opportunities for students with few natural ones.
- Tips
- Each conversation ending is one opportunity. Score correct when the student produces a closing, in any mode, before leaving or when they want the conversation to end. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. Teach that it is fine to end a conversation; the goal gives the student a way to do it, not a requirement to keep talking.
- Limits
- Natural endings are hard to observe; most data come from therapy and role-play, so check in class. A student who ends conversations abruptly because they are overwhelmed may need a regulation strategy instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-012.
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Goal
By the annual IEP review date, when a conversation with a peer or adult is ending because an activity is starting or the student wants to leave, the student will end the conversation with a closing statement (such as "I have to go now, bye," "Talk to you later") before leaving independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
Baseline: 1 of 5 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 Pragmatic Language.
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 - Pragmatic Language
- Baseline
- 1 of 5 opportunities.
- Annual goal470 characters
- By the annual IEP review date, when a conversation with a peer or adult is ending because an activity is starting or the student wants to leave, the student will end the conversation with a closing statement (such as "I have to go now, bye," "Talk to you later") before leaving independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
- Timeframe
- By the annual IEP review date
- Condition
- When a conversation with a peer or adult is ending because an activity is starting or the student wants to leave
- Behavior
- The student will end the conversation with a closing statement (such as "I have to go now, bye," "Talk to you later") before leaving independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and weekly in class
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 5 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session and weekly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a conversation with a peer or adult is ending because an activity is starting or the student wants to leave, the student will end the conversation with a closing statement (such as "I have to go now, bye," "Talk to you later") before leaving independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.