Reply on topic to a peer's comment
When to use this goal
For older students who have said they want to talk more with peers who share an interest and whose replies to peers are often absent or unrelated. Base the choice on observation in an interest-based setting (club, lunch group, gaming group) and the student's own goal. Use frequency because peer comments arrive unpredictably.
- Baseline
- Tally related replies to peer comments in three 20-minute sessions, and also tally the number of peer comments directed to the group, since a quiet group gives fewer chances. Ask the student how the group usually goes and what they would like to be different.
- Tips
- Count each reply that connects to a peer's comment, in speech, AAC, typing, or sign. Do not count replies to adults. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. The student chooses the group; never require attendance at a social group as part of the goal. Pair with peer education where peers do most of the topic switching.
- Limits
- Counts depend on how much peers talk. A rise in replies says nothing about whether the student values the interactions; check in with the student. Not a measure of friendship.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-023.
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Goal
By the annual IEP review date, during a 20-minute interest club or lunch group the student chose to join, the student will reply to a peer's comment with a related comment, question, or shared experience independently at least 4 times per 20-minute peer group session, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Baseline: 1 times per 20-minute peer group session.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 times per 20-minute peer group session.
- Annual goal363 characters
- By the annual IEP review date, during a 20-minute interest club or lunch group the student chose to join, the student will reply to a peer's comment with a related comment, question, or shared experience independently at least 4 times per 20-minute peer group session, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute interest club or lunch group the student chose to join
- Behavior
- The student will reply to a peer's comment with a related comment, question, or shared experience independently
- Criteria
- At least 4 times per 20-minute peer group session, across 3 consecutive weekly observations
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 4 times per 20-minute peer group session
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute interest club or lunch group the student chose to join, the student will reply to a peer's comment with a related comment, question, or shared experience independently at least 4 times per 20-minute peer group session, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute peer group session.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.