PK, K-2Opportunities
Follow a partner's point to a toy
Responding to joint attention
By the annual IEP review date, during floor play with 3 to 5 toys placed around the student, when the partner points to a toy within 3 feet and names it, the student will turn their head or body toward the pointed-to object and then touch it, reach for it, move to it, or vocalize about it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during play sessions.
PK, K-2Frequency
Show a toy to share interest
Initiating joint attention by showing
By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected twice weekly.
PK, K-2Frequency
Point to share something interesting
Initiating joint attention by pointing
By the annual IEP review date, during a 10-minute shared picture-book time with an adult, with books chosen from the student's interests, the student will point (with a finger, whole hand, or other defined body movement) to something interesting to share it with the partner independently at least 4 times per 10-minute shared book or outdoor session, on 4 of 5 observed sessions, as measured by frequency recording collected twice weekly.
PK, K-2Duration
Stay with a shared picture book
Shared book reading
By the annual IEP review date, during one-to-one shared reading with a familiar adult, using a board book or lift-the-flap book the student chose from 2 options, the student will remain with the shared book and the adult, turning pages, pointing, lifting flaps, or vocalizing about the pictures, from the first page until the student moves away or pushes the book aside independently for at least 5 minutes, across 3 consecutive sessions, as measured by duration recording collected 3 times per week during book time.
PKOpportunities
Reach toward a wanted item to request it
Reaching to request
By the annual IEP review date, during snack, when the partner holds up two small pieces of a preferred food just out of reach, the student will reach an open hand or arm toward the item the partner is holding to request it independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
PK, K-2Opportunities
Give a container to an adult for help
Giving to request help
By the annual IEP review date, during play, given a clear container with a preferred item inside and a lid the student cannot open, the student will hand or push the container or toy to the adult to request help independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
PK, K-2Opportunities
Point to choose between two snacks
Pointing to choose
By the annual IEP review date, during snack, when the partner holds up 2 snack choices about 12 inches apart and asks "Which one?", the student will point to or touch one of the 2 choices and accept the item chosen independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack.
PK, K-2Opportunities
Wave or signal hello and goodbye
Greetings and farewells
By the annual IEP review date, at arrival and departure, when a familiar adult or peer greets the student by name with "Hi" or "Bye", the student will greet or say goodbye by waving, signing, vocalizing, selecting a device message, or saying the word independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily at arrival and departure.
K-2, PKOpportunities
Answer yes or no with any mode
Yes and no responses
By the annual IEP review date, during snack or a classroom routine, when an adult holds up an item and asks "Do you want ___?", the student will answer yes or no by nodding or shaking their head, signing, touching a yes or no symbol, or saying the word, and accept or turn down the item to match independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
PKOpportunities
Imitate a sound a partner makes
Vocal imitation of sounds
By the annual IEP review date, during play with animal or vehicle toys, when the partner makes a play sound (such as "moo", "beep", "vroom") and pauses, the student will imitate the partner's sound or a close version of it independently in at least 6 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each therapy session.
PK, K-2Opportunities
Copy single words in play routines
Imitating single words
By the annual IEP review date, during a play routine with 5 to 8 practiced target words, when the partner says a target word while acting on the toy and pauses, the student will imitate the target word or a consistent word approximation independently in at least 7 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
PK, K-2Opportunities
Copy hand movements in a familiar song
Action imitation in songs
By the annual IEP review date, during a familiar action song with 5 movements (such as clap, stomp, wave, roll hands, arms up), sung with an adult facing the student, the student will copy each song movement the adult models, in any recognizable form, during the matching part of the song independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.