Friendship Skills IEP goals

• 6-8, 3-5Percent accuracy

  Sort people into relationship circles

  Relationship circles

  By the annual IEP review date, given photos or name cards of 12 people in the student's life and community, and a relationship circles chart, the student will place each person in the right circle and say how they know the person independently with at least 85% accuracy on people placed in circles, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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• 6-8, 9-12Percent accuracy

  Spot signs of a healthy friendship

  Signs of a healthy friendship

  By the annual IEP review date, given 10 short scenarios of friend behavior at school and online (such as sharing, keeping plans, making fun, pressuring), the student will say whether each behavior is a sign of a healthy or unhealthy friendship and give a reason independently with at least 90% accuracy on friendship scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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See all 30 relationships, boundaries & personal safety goals

• PK, K-2, 3-5Frequency

  Initiate interactions with peers during recess

  Initiating interactions with peers

  By the annual IEP review date, during a 20-minute recess period, the student will initiate an interaction with a peer (such as greeting, inviting to play, commenting, showing or offering an item) using speech, sign, AAC, or gesture independently at least 3 times per 20-minute recess period, across 3 consecutive observed recess periods, as measured by frequency recording collected twice weekly.

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• 3-5, 6-8, 9-12Opportunities

  Introduce themselves to a new peer

  Introducing oneself to a new peer

  By the annual IEP review date, when placed in a new group, class, or club with peers they do not know, the student will introduce themselves by stating their name and asking the peer's name or one getting-to-know-you question independently in at least 3 of 4 opportunities, across 2 consecutive monthly probe sets, as measured by opportunity-by-opportunity data collected monthly through planned mixers plus natural new-peer events.

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See all 55 peer interaction goals

• 3-5, 6-8, 9-12Opportunities

  Start a conversation with a greeting and an opener

  Starting a conversation

  By the annual IEP review date, during unstructured time (lunch, before class, a club) with a familiar peer nearby, the student will start a conversation by greeting the peer and asking a question or making a comment the peer can respond to (such as "Hey, did you see the game?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during one social time plus structured practice.

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• 6-8, 9-12, 3-5Frequency

  Share a favorite interest and invite the partner's questions

  Sharing a special interest with a partner

  By the annual IEP review date, during lunch or free time with a peer who has agreed to an interest-sharing conversation, the student will share one fact or story about their interest and then invite the partner in with a question (such as "Have you played it?" or "Do you want to see a picture?") independently at least 3 times per 20-minute lunch or free-time conversation, on 3 consecutive observed conversations, as measured by frequency recording collected weekly.

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See all 45 functional communication goals

• 3-5, 6-8Task-analysis steps

  Choose a free-time activity and invite a peer to join

  Planning free time with a peer

  By the annual IEP review date, during indoor recess or choice time with a familiar peer available, the student will carry out their free-time plan with no adult reminder beforehand, performing at least 4 of 5 steps independently, across 3 consecutive observed free-time periods, as measured by a task-analysis checklist collected twice weekly.

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• 3-5, K-2Opportunities

  Teach a peer a favorite game and play it

  Structured play with a peer buddy

  By the annual IEP review date, during a weekly lunch group or indoor recess with a peer who has agreed to learn the game, the student will explain the main rules of the game to the peer, show how a turn works, and then play at least one round with the peer independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly.

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See all 40 play & social participation goals

• 6-8, 9-12Opportunities

  Refuse a peer's request to do something unsafe or against the rules

  Refusing negative peer pressure

  By the annual IEP review date, when a peer asks or pressures them to do something unsafe, against school rules, or that they do not want to do, the student will refuse clearly (such as "No, I'm not doing that"), suggest something else or leave, and repeat the refusal if the peer persists independently in at least 4 of 5 opportunities, across 3 consecutive monthly probe sets, as measured by direct observation collected monthly role-play probes plus any reported real events.

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See all 46 conflict resolution goals

• 3-5, K-2Frequency

  Give a peer an effort-focused compliment

  Giving compliments

  By the annual IEP review date, during a 30-minute cooperative group activity, the student will give a peer a specific compliment about their effort or a choice they made (such as "You kept checking your answers") independently at least 2 times per 30-minute cooperative group activity, on 4 of 5 observed sessions, as measured by frequency recording collected twice weekly.

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See all 20 self-concept & positive self-talk goals

• PK, K-2Opportunities

  Ask a peer for help with a toy or material during play

  Asking a peer for help during play

  By the annual IEP review date, during centers or free play when they cannot complete a play action alone (such as opening a container, connecting pieces, reaching a shelf) and a peer is nearby, the student will ask a nearby peer for help by name, by tapping and showing the item, or with a word, sign, or device message (such as "help," "open," "can you hold this?") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during centers and outdoor play.

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See all 35 requesting help goals

• 3-5, 6-8Rubric score

  Check a noticed emotion and respond

  Responding to an emotion they noticed

  By the annual IEP review date, when a classmate shows a clear emotion during class or lunch (such as frustration over work, sadness after a loss, excitement about news), the student will name the clue they noticed, check the emotion with the person (such as "You sound frustrated, are you okay?"), and offer a response that fits (such as help, space, congratulations, or getting an adult) independently, earning a score of at least 5 out of 6 on a 3-part notice, check, and respond rubric scored 0 to 2 per part, in 3 of 4 consecutive weekly observations, as measured by a defined scoring rubric collected weekly, from one real moment or role-play.

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See all 46 social awareness & perspective taking goals