Numbers are illustrative. Set targets from the student's own baseline data.
- Peer Interaction
Initiate interactions with peers during recess
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.
- AAC & Augmentative Communication
Use core words such as go, more, stop, and help across activities
By the annual IEP review date, during a 20-minute classroom activity with the core board or device within reach and adults modeling core words, the student will use a core word on their board or device for a communicative purpose (such as "go" to start, "stop" to end, "help" to get assistance) independently at least 10 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
- Replacement Behaviors
Reduce physical aggression while using the replacement request
By the annual IEP review date, across the school day with the replacement request available (break card, help card, or attention signal) and the behavior plan in place, the student will reduce physical aggression as defined in the behavior plan (hitting, kicking, pushing, or biting another person) to no more than 1 time per school day, with the replacement request taught and honored, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, summarized weekly.
- Functional Communication
Make spontaneous comments during shared activities
By the annual IEP review date, during a 15-minute shared book reading or structured play activity with an adult or peers, the student will make spontaneous comments (such as "look," "uh oh," "my turn," "I like it," "funny") using speech, sign, AAC, or gestures independently at least 5 times per 15-minute shared activity, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.
- Early Communication
Show a toy to share interest
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.
- Expressive Language
Produce longer utterances in a language sample
By the annual IEP review date, during a 10-minute play-based or picture-description language sample with the SLP, the student will produce utterances of four or more words using speech, sign, or their communication device independently at least 15 times per 10-minute language sample, across 3 consecutive weekly language samples, as measured by frequency recording collected weekly.