Disagree with a peer and keep talking
When to use this goal
For older students whose disagreements with peers about everyday topics (games, shows, sports) end the conversation, either by insisting, leaving, or insulting. Base the choice on observation and student report. Disagreeing is fine; the target is a move that keeps the conversation open.
- Baseline
- Use a structured opinion game to create five disagreements and record what the student did. Ask the student about recent disagreements and how they wanted them to go.
- Tips
- Each disagreement is one opportunity; score correct when the student disagrees with a reason and keeps the exchange going. Strong opinions and direct words are fine. Insults end the opportunity as not met.
- Limits
- Peer behavior affects results. The goal does not cover serious conflicts, which belong in a conflict-resolution plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-055.
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Goal
By the annual IEP review date, during a structured opinion game with the SLP and a peer using everyday topics, the student will state that they disagree, give a reason, and then ask the peer's reason or move the conversation forward independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.
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 goal387 characters
- By the annual IEP review date, during a structured opinion game with the SLP and a peer using everyday topics, the student will state that they disagree, give a reason, and then ask the peer's reason or move the conversation forward independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a structured opinion game with the SLP and a peer using everyday topics
- Behavior
- The student will state that they disagree, give a reason, and then ask the peer's reason or move the conversation forward independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 weekly observations
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a structured opinion game with the SLP and a peer using everyday topics, the student will state that they disagree, give a reason, and then ask the peer's reason or move the conversation forward independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.
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.