Respond when a peer shares a problem
When to use this goal
For students who want to support friends and who, when a peer shares a problem or bad news, change the topic, give an unrelated fact, or say nothing. Base the choice on student report and role-play. Any caring response counts, including asking what the peer needs.
- Baseline
- Role-play five peer problems and record whether the student responded to the problem. Ask the student how they usually help friends; many students offer help through actions or facts, which can count when it connects to the problem.
- Tips
- Each problem shared is one opportunity; score correct for any response that connects to the problem. Sharing a related experience ("That happened to me too") counts. Score the message only; do not score eye contact, facial expression, posture, or tone of voice.
- Limits
- Real opportunities are unpredictable and private. The goal measures a response, not empathy itself. A student in distress about a peer's problem may need adult support, not a script.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-054.
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Goal
By the annual IEP review date, during a role-play with the SLP of 5 peer problems the student picks from a list, the student will respond to the peer's problem with a comment that shows they heard it, a question, or an offer to help (such as "That stinks, what happened?" or "Want help?") 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 every two weeks with peers.
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 goal492 characters
- By the annual IEP review date, during a role-play with the SLP of 5 peer problems the student picks from a list, the student will respond to the peer's problem with a comment that shows they heard it, a question, or an offer to help (such as "That stinks, what happened?" or "Want help?") 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 every two weeks with peers.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play with the SLP of 5 peer problems the student picks from a list
- Behavior
- The student will respond to the peer's problem with a comment that shows they heard it, a question, or an offer to help (such as "That stinks, what happened?" or "Want help?") 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 every two weeks with peers
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 every two weeks with peers
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a role-play with the SLP of 5 peer problems the student picks from a list, the student will respond to the peer's problem with a comment that shows they heard it, a question, or an offer to help (such as "That stinks, what happened?" or "Want help?") 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 every two weeks with peers.
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.