Turn-Taking IEP goals
37 templates across 16 skills: impulse control & inhibition, early communication, play & social participation, sign language & visual communication, peer interaction, social awareness & perspective taking, AAC & augmentative communication, physical fitness & PE participation, conflict resolution, geometry & spatial reasoning, classroom expectations & routines, speech fluency (stuttering), leisure & recreation, functional routines, preschool & kindergarten readiness, replacement behaviors. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
37 templates · 16 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Impulse Control & Inhibition Executive Function
Hold a my-turn-next card for a shared item
Waiting for a turn
By the annual IEP review date, during free play, when another child is using an item the student wants, the student will take the my-turn-next card and hold it until the other child's turn ends independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during free play.
Wait for the go signal at snack
Waiting for a turn
By the annual IEP review date, at snack time, when food is set out before the go signal, the student will keep hands on their mat or in their lap until the adult gives the go signal independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily at snack or art.
Early Communication Speech & Language
Take a sound turn in the partner's pause
Vocal turn-taking
By the annual IEP review date, during a 10-minute face-to-face play or rhyme routine, when the partner makes a sound or short word and then pauses about 5 seconds, the student will take a vocal turn (a sound, babble, word approximation, or word) during the partner's pause independently at least 10 times per 10-minute play routine, across 3 consecutive sessions, as measured by frequency recording collected each therapy session.
Take turns in a simple toy game
Turn-taking in toy play
By the annual IEP review date, during a simple turn-taking game with one adult (rolling a ball, adding blocks to a tower, pushing a car down a ramp), when the adult says "My turn" and "Your turn", the student will continue a back-and-forth game, waiting for the partner's turn and taking their own turn, from the first turn until the student leaves the game independently for at least 4 minutes, across 3 consecutive sessions, as measured by duration recording collected twice weekly.
Play & Social Participation Social-Emotional & Communication
Take turns in a simple back-and-forth game
Early turn-taking in play
By the annual IEP review date, during a back-and-forth game with an adult (such as rolling a ball, taking turns on a pop-up toy), the student will take their turn when the ball or toy comes to them and send it back or pass it to the partner independently in at least 8 of 10 opportunities, across 3 consecutive game sessions, as measured by opportunity-by-opportunity data collected three times per week.
Take their turn promptly in a table game
Taking a turn in table games
By the annual IEP review date, during a board or card game with 2 or 3 peers when a peer says or shows that it is their turn, the student will start their turn (such as rolling, spinning, drawing a card, or moving a piece) independently within 8 seconds, across 3 consecutive game sessions, as measured by latency recording collected weekly.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
Take turns in a signed conversation
Signed turn-taking
By the annual IEP review date, during a signed conversation with a peer or adult about a shared activity, the student will wait for the partner's turn to end, then respond to what they signed independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Peer Interaction Social-Emotional & Communication
Take turns during a structured game with peers
Taking turns in games
By the annual IEP review date, during a structured board, card, or movement game with 1 to 3 peers, the student will take their turn when it is their turn and pass the game piece, materials, or turn signal to the next player independently in at least 8 of 10 opportunities, across 3 consecutive game sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Wait for a peer to finish before speaking
Waiting for a peer to finish speaking
By the annual IEP review date, during a 10-minute small-group conversation or discussion with peers, the student will wait until the peer finishes their sentence or turn before speaking independently in at least 8 of 10 opportunities, across 3 consecutive observed sessions, as measured by direct observation collected twice weekly.
Social Awareness & Perspective Taking Social-Emotional & Communication
Notice when a peer wants a turn
Noticing a peer's wants in play
By the annual IEP review date, during centers or recess with shared materials, when a peer waits nearby, reaches for an item, or asks for a turn, the student will notice the peer's signal and respond by offering a turn, saying "after me" or "in a minute", or asking "Do you want a turn?" independently in at least 4 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
AAC & Augmentative Communication Speech & Language
Ask for a turn during group games
Asking for a turn
By the annual IEP review date, during a small-group game, song, or story with turns that the adult offers in a pattern, the student will ask for a turn with "my turn" on the device, a sign, or a recorded button independently in at least 5 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session and twice weekly in the classroom.
Physical Fitness & PE Participation Motor & Sensory Skills (OT, PT & Adapted PE)
Take turns with equipment and rotate positions in a team game
Team participation
By the annual IEP review date, during a team game in PE with rotation signaled by the teacher, the student will pass the equipment to a teammate when the rule calls for it and move to the new position at each rotation signal independently in at least 8 of 10 opportunities, across 3 consecutive weekly games, as measured by direct observation collected weekly during a team game.
All 16 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Executive Function
Social-Emotional & Communication
Vision, Hearing & Assistive Technology
Behavior & Classroom Expectations
Functional & Independence Skills
Motor & Sensory Skills (OT, PT & Adapted PE)
Turn-taking goals come from play and social participation, peer interaction, pragmatic language, early communication, and impulse control. They cover taking turns with toys and games, back-and-forth vocal or signed turns, waiting for a turn to speak in discussion, and sharing materials in group work. Good goals name the activity, the partner, and the support, such as a visual turn card or a timer. Most are measured as opportunities, such as 4 of 5 turns taken and passed, and back-and-forth exchanges can be counted as frequency in a play session. Choose activities the student enjoys, keep groups small at first, and treat waiting as a skill taught with supports rather than a test.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 23 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 6 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 4 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
Frequently asked questions
How do I measure a turn-taking goal?
Count each turn in a game or activity as one opportunity and record whether the student took and passed the turn independently or with a prompt. Use the same game or activity type across sessions.
What is a good turn-taking goal for preschool?
For example: during a simple board game with one peer, the student will take a turn and pass the die to the peer in 4 of 5 turns using a visual turn card. Start with a game the child likes.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.