Functional domain
Social Skills IEP goals
Social skills goals name a specific interaction the student will perform (joining play, greeting, cooperating in a group, resolving a conflict, accepting feedback) and count it where it naturally happens. Measuring in recess, group work and job sites shows whether the skill holds up with real peers and adults.
Common measurability defects
- Writing "will get along with peers" or "will make friends" without a defined, countable behavior.
- Counting only role-play performance, which shows the student knows the steps but not that he or she uses them with peers.
- Setting a frequency criterion without an observation length or setting, so 3 initiations could mean per recess or per week.
- 01Grades K-2Autism
Baseline
In kindergarten, plays alone or beside peers for the full 20-minute recess. Initiates 0 interactions with peers and accepts 1 of 5 peer invitations (median of 5 observations).
Annual goal
By [annual review date], during 20-minute recess or free choice time, the student will approach a peer and use an entry phrase or action ("Can I play?", offering a toy) at least 3 times and accept at least 4 of 5 peer invitations, on 4 of 5 consecutive weekly observations.
Measured by: Weekly 20-minute event-recording observations during recess or centers by the special education teacher, SLP or paraprofessional. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will initiate 1 interaction with a visual cue card and accept 2 of 5 invitations.
- By the end of the second grading period, the student will initiate 2 interactions and accept 3 of 5 invitations.
- By the end of the third grading period, the student will initiate 2 interactions without the cue card and accept 4 of 5 invitations.
- 02Grades K-2ED
Baseline
In 2nd grade, during 20-minute cooperative centers, averages 2 positive peer interactions (sharing, complimenting, taking turns) and 6 negative interactions (grabbing, name-calling, refusing to share) per session.
Annual goal
By [annual review date], during 20-minute cooperative centers or small-group activities, the student will engage in at least 8 positive peer interactions and no more than 1 negative interaction per session on 4 of 5 consecutive weekly observations.
Measured by: Weekly 20-minute event-recording observations with positive and negative interactions defined in the behavior intervention plan, recorded by the special education teacher or school counselor. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will have 4 positive and 4 or fewer negative interactions per session.
- By the end of the second grading period, the student will have 6 positive and 2 or fewer negative interactions per session.
- By the end of the third grading period, the student will have 7 positive and 1 or fewer negative interactions per session on 3 of 5 observations.
- 03Grades 3-5ID
Baseline
In 3rd grade, returns greetings from familiar adults and peers in 4 of 10 opportunities and initiates a greeting by name in 1 of 10, across arrival, hallway and cafeteria settings.
Annual goal
By [annual review date], during arrival, hallway transitions and lunch, the student will respond to greetings with eye contact or a wave and a verbal or AAC reply in at least 9 of 10 opportunities, and will initiate a greeting using the person's name in at least 7 of 10 opportunities, across 3 consecutive weekly observations.
Measured by: Weekly opportunity-based data collected by the paraprofessional or special education teacher across 3 settings (10 opportunities each for responding and initiating). Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will respond to greetings in 6 of 10 opportunities and initiate 3 of 10 with a gestural prompt.
- By the end of the second grading period, the student will respond in 7 of 10 and initiate 5 of 10 opportunities.
- By the end of the third grading period, the student will respond in 8 of 10 and initiate 6 of 10 opportunities independently.
- 04Grades 3-5OHI
Baseline
In 5th grade, scores 4 of 12 on a cooperative group checklist (contributes an idea, listens without interrupting, builds on a peer's idea, accepts a group decision) across 4 science group tasks. Often takes over materials.
Annual goal
By [annual review date], during 20-minute cooperative group tasks in science or social studies, the student will contribute at least 2 relevant ideas, respond to or build on a peer's idea, share materials and accept group decisions, scoring at least 10 of 12 on the cooperative group checklist on 4 of 5 consecutive weekly observations.
Measured by: Weekly 20-minute observations of group tasks scored by the general education or special education teacher on a 12-point checklist (4 behaviors rated 0 to 3). Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will score 6 of 12 using an assigned group role card.
- By the end of the second grading period, the student will score 8 of 12 with the role card.
- By the end of the third grading period, the student will score 9 of 12 with the role card faded.
- 05Grades 6-8Autism
Baseline
In 6th grade, completes 1 of 5 steps of a conflict resolution routine (stop, name the problem, listen to the other view, suggest a solution, agree) in role-plays, and in real peer conflicts typically walks away angry or argues until an adult intervenes.
Annual goal
By [annual review date], during disagreements with peers in class, lunch or clubs, the student will use at least 4 of 5 steps of the conflict resolution routine to reach a solution without adult intervention in at least 4 of 5 observed or reported conflicts within each grading period.
Measured by: Conflict log completed by the case manager and school counselor after each observed or staff-reported peer conflict, coding steps used and whether adult intervention was needed. Monthly role-play probe as a secondary measure. Reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will use 4 of 5 steps in 4 of 5 role-plays.
- By the end of the second grading period, the student will use at least 3 steps in 3 of 5 real conflicts.
- By the end of the third grading period, the student will use at least 4 steps in 3 of 5 real conflicts without adult intervention.
- 06Grades 9-12ID
Baseline
In 12th grade, at a community work-based learning site, asks the supervisor for help when stuck in 2 of 10 observed situations (waits or stops working on the rest) and responds to corrective feedback by arguing or walking away in 5 of 10 instances.
Annual goal
By [annual review date], at a community work-based learning site, the student will ask a supervisor or coworker for help using an appropriate phrase in at least 8 of 10 needed situations and respond to corrective feedback by acknowledging it and adjusting the task in at least 8 of 10 instances, on 3 consecutive monthly job-site evaluations.
Measured by: Job coach records opportunity-based data at each work-based learning shift. Monthly job-site evaluation completed by the site supervisor and transition coordinator. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will ask for help in 5 of 10 situations with a cue card and acknowledge feedback in 6 of 10 instances.
- By the end of the second grading period, the student will ask for help in 6 of 10 situations and acknowledge feedback and adjust the task in 7 of 10 instances.
- By the end of the third grading period, the student will ask for help in 7 of 10 situations without the cue card.
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