80 Peer Interaction IEP Goals

This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.

This resource aims to inspire the development of IEP goals that address the needs of students, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.

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If you’ve ever found it challenging to strengthen peer engagement for your students, you’re not the only one.

As a teacher, you play a special role in helping your students develop the ability to form connections with others. This skill may require thoughtful guidance and intentional practice, and your efforts can make a meaningful difference in their social growth.

One effective way to build your students’ social skills and ability to interact with their peers is to set actionable, well-defined peer interaction IEP goals.

There’s a lot to unpack when it comes to writing peer interaction IEP goals that are both measurable and actionable, so let’s break it down together.

Click here to jump down to the IEP goals.

What is Peer Interaction?

At its heart, peer interaction refers to how your student engages with and responds to their peers in various settings. It encompasses a variety of behaviors, including initiating conversations, maintaining dialogue, playing cooperatively, seeking help, and even resolving conflicts.

For some students with unique learning needs, these behaviors may require more intentional support and practice to develop effectively. But that’s where intentional teaching, prompting, and practice come in. Peer interaction isn’t just about socializing for the sake of it—it’s about equipping students with life skills they’ll need across all walks of life.

For example, a student’s peer interaction in the cafeteria might look like choosing a seat at a table where other students are already seated and politely joining the conversation, while also respecting their own comfort level and preferences when engaging with peers. Another example could be taking turns during a group activity or asking a classmate for clarification during a shared assignment.

By understanding and identifying these specific behaviors, teachers like you can break down complex social skills into teachable moments. Through appropriate peer interaction IEP goals, we can assess these behaviors, monitor progress, and provide targeted interventions where they’re needed most.

What Are Examples of Peer Interaction?

You see it all the time in your classroom. Some kids are naturally social, others may shy away, and some might misread whether their actions are socially appropriate.

For those who need support, adding structured peer interaction IEP goals to their plan can make a significant difference.

Take a look at a few examples of scenarios that can be detailed into IEP goals:

Initiating Conversations

A goal could focus on helping a student learn to initiate conversations during class activities. For instance, you might aim for “student will appropriately greet three peers during circle time with verbal or non-verbal communication cues four out of five opportunities.”

Sharing and Turn-Taking

This one’s crucial during group play and collaborative projects, especially during the younger years. A practical goal might be, “student will engage in turn-taking by waiting for their turn during group activities with minimal prompts in 3 out of 5 observations.”

Conflict Resolution

Some students need explicit strategies for handling conflicts with their peers. For example, a goal might be, “student will appropriately resolve disagreements by using pre-taught ‘I’ statements or seeking adult assistance in 4 out of 5 monitored incidents.”

Why is Peer Interaction Important?

As a gentle reminder, the ability to interact with peers goes beyond making friends. It’s about teaching life skills that will help students thrive in a collaborative world. Think of teamwork, active listening, emotional regulation, or problem-solving—all rooted in peer interaction.

For young learners, peer connections help develop empathy and teach them how to manage behaviors in a shared environment. For students with unique needs, it provides structured opportunities to practice and master these social behaviors.

Building peer interaction skills not only reduces feelings of isolation but also highlights the unique strengths and value neurodivergent students bring to their interactions with peers, such as creative problem-solving, unique perspectives, and an ability to focus deeply on shared interests. Unfortunately, students with disabilities often report higher levels of exclusion and loneliness than do their typically developing peers.

But being included in a group can significantly boost their self-esteem and overall mental well-being, while also enriching the group dynamic by fostering diversity and understanding. It fosters classroom inclusion—the ultimate goal for many of us in special education.

When your students develop consistent and appropriate peer interaction skills, they’re not just learning how to talk to people—they’re preparing for the countless interpersonal scenarios they’ll face beyond school. Whether working on a team project in high school, managing social dynamics at college, or collaborating at a job, these foundational skills set the stage for lifelong success.

80 Peer Interaction IEP Goals

Communication Goals for Peer Interaction

1. By the end of the IEP period, when given peer prompts, [Student Name] will initiate a greeting with 80% accuracy in 4 out of 5 peer-interaction opportunities in natural classroom settings as measured by teacher data collection.
2. By the end of the IEP period, when engaged in group work, [Student Name] will respond to peer-initiated questions with relevant answers with 75% accuracy across 3 weeks of teacher-monitored sessions as measured by teacher data collection.
3. By the end of the IEP period, when presented with a social scenario, [Student Name] will maintain a conversation with a peer by asking at least one follow-up question in 4 out of 5 opportunities in structured social settings as measured by teacher observation.
4. By the end of the IEP period, when provided visual supports, [Student Name] will use at least two complete sentences to express thoughts to peers in 80% of observed interactions during classroom activities as measured by teacher data collection.
5. By the end of the IEP period, when working in pairs, [Student Name] will appropriately ask for help from a peer in 4 out of 5 opportunities in classroom tasks as measured by teacher observation.
6. By the end of the IEP period, during group activities, [Student Name] will demonstrate active listening by maintaining eye contact and providing relevant responses in 70% of observed interactions as measured by teacher data.
7. By the end of the IEP period, when given a choice, [Student Name] will independently select and engage with a preferred activity and explain the choice using at least one complete sentence in 4 out of 5 opportunities in classroom routines as measured by teacher data collection.
8. By the end of the IEP period, when given teacher prompts, [Student Name] will initiate greetings with peers or adults in 80% of structured social-interaction opportunities as measured by teacher observation.
9. By the end of the IEP period, [Student Name] will demonstrate understanding of personal space by maintaining an appropriate distance from peers in 85% of observed interactions across varied school settings as measured by teacher data.
10. By the end of the IEP period, during free-play or leisure activities, [Student Name] will share materials or toys with peers in 4 out of 5 opportunities as measured by teacher observation.
11. By the end of the IEP period, with teacher guidance, [Student Name] will identify and express emotions using appropriate vocabulary in 3 out of 5 emotion-focused discussions as measured by teacher data collection.
12. By the end of the IEP period, [Student Name] will recognize and follow classroom routines independently in 80% of observed instances as measured by teacher observation.
13. By the end of the IEP period, when given a group problem-solving task, [Student Name] will contribute at least one idea or solution in 4 out of 5 opportunities as measured by teacher data collection.
14. By the end of the IEP period, using a script or visual aid, [Student Name] will independently introduce themself to a new peer and ask a follow-up question in 3 out of 5 interactions as measured by teacher observation.
15. By the end of the IEP period, with adult modeling, [Student Name] will appropriately accept constructive feedback from peers or adults in 4 out of 5 opportunities as measured by teacher data.

Here are more communication exercises that might be helpful as you work on setting (and achieving) these goals.

Sharing and Turn-Taking Goals

1. By the end of the IEP period, during structured activities, [Student Name] will share materials with peers with 90% accuracy in 3 out of 4 opportunities as measured by teacher observation.
2. By the end of the IEP period, when playing a game, [Student Name] will demonstrate appropriate turn-taking skills with 80% success across 5 game opportunities as measured by teacher data.
3. By the end of the IEP period, during free play, [Student Name] will politely ask a peer to share a toy or item in 75% of observed instances as measured by teacher data collection.
4. By the end of the IEP period, with adult guidance, [Student Name] will wait their turn by listening quietly while peers speak during group discussion in 4 out of 5 attempts as measured by teacher observation.
5. By the end of the IEP period, when required, [Student Name] will exchange a requested object with a peer appropriately in 3 out of 4 interactions as measured by teacher data collection.
6. By the end of the IEP period, during structured activities, [Student Name] will participate in a sharing activity with at least one peer with 80% success across one week as measured by teacher observation.
7. By the end of the IEP period, [Student Name] will take turns using classroom materials during small-group work in 3 out of 4 opportunities as measured by teacher data.
8. By the end of the IEP period, during play-based learning, [Student Name] will initiate sharing of an item with peer acknowledgment in 75% of attempted instances as measured by teacher observation.
9. By the end of the IEP period, with minimal prompts, [Student Name] will wait patiently for their turn when others are using a preferred toy in 4 out of 5 occurrences as measured by teacher data.
10. By the end of the IEP period, during partner work, [Student Name] will offer help or share materials with a peer appropriately in 3 out of 5 instances as measured by teacher observation.
11. By the end of the IEP period, [Student Name] will use verbal or non-verbal communication to request a turn during cooperative activities in 80% of opportunities as measured by teacher data collection.
12. By the end of the IEP period, during transitions, [Student Name] will engage in turn-taking behaviors (e.g., passing objects or queuing) in 4 out of 5 chances as measured by teacher observation.
13. By the end of the IEP period, with moderate support, [Student Name] will express willingness to share a preferred item with a peer two times per week as measured by teacher logs.
14. By the end of the IEP period, [Student Name] will negotiate sharing or turn-taking conflicts with adult support in 3 out of 4 situations as measured by teacher data.
15. By the end of the IEP period, during circle time, [Student Name] will take turns contributing to group activities in 80% of opportunities as measured by teacher observation.

Conflict Resolution Goals

1. By the end of the IEP period, when faced with a disagreement, [Student Name] will use “I feel” statements to express emotions appropriately in 75% of conflict situations as measured by teacher observation.
2. By the end of the IEP period, when a conflict arises, [Student Name] will identify one possible solution with adult prompting in 80% of instances as measured by teacher data.
3. By the end of the IEP period, during group activities, [Student Name] will accept compromise or alternative solutions in 3 out of 4 interactions as measured by teacher observation.
4. By the end of the IEP period, given visual supports, [Student Name] will appropriately apologize following a peer conflict in 80% of observed incidents as measured by teacher data.
5. By the end of the IEP period, when experiencing frustration, [Student Name] will request a break before reacting negatively with 85% accuracy in 6 out of 8 opportunities as measured by teacher observation.
6. By the end of the IEP period, [Student Name] will use “I” statements to express feelings and needs in conflict situations with 75% accuracy in 4 out of 5 practices as measured by teacher data.
7. By the end of the IEP period, during role-play scenarios, [Student Name] will suggest two possible solutions to a conflict in 4 out of 5 attempts as measured by teacher observation.
8. By the end of the IEP period, given a checklist or prompt, [Student Name] will demonstrate active listening techniques (e.g., eye contact, nodding, paraphrasing) in 80% of peer interactions as measured by teacher data collection.
9. By the end of the IEP period, [Student Name] will independently seek adult assistance to resolve a peer conflict in 3 out of 4 instances as measured by teacher records.
10. By the end of the IEP period, following a disagreement, [Student Name] will initiate a reconciliation conversation in 3 out of 5 incidents as measured by teacher observation.
11. By the end of the IEP period, when presented with a hypothetical conflict scenario, [Student Name] will identify one appropriate compromise in 4 out of 5 cases as measured by teacher data.

Group Participation Goals

1. By the end of the IEP period, during collaborative tasks, [Student Name] will engage with the group by contributing a relevant idea in 75% of group sessions as measured by teacher observation.
2. By the end of the IEP period, given visual or verbal cues, [Student Name] will remain on task during group work for 10 consecutive minutes with 80% success as measured by teacher data.
3. By the end of the IEP period, without adult supervision, [Student Name] will actively participate in small-group discussions in 4 out of 5 opportunities as measured by teacher observation.
4. By the end of the IEP period, [Student Name] will provide positive feedback or encouragement to peers in 2 out of 3 weekly interactions as measured by teacher logs.
5. By the end of the IEP period, when observing peers, [Student Name] will model positive group behaviors with 75% consistency as measured by teacher data collection.

Play and Recreation Goals

1. By the end of the IEP period, during recess, [Student Name] will engage in reciprocal play with peers for 5 minutes on 3 out of 4 days weekly as measured by teacher observation.
2. By the end of the IEP period, with an adult prompt, [Student Name] will invite or join peer conversation during leisure activities in 80% of peer opportunities as measured by teacher data.
3. By the end of the IEP period, when waiting for their turn during a game, [Student Name] will demonstrate patience by staying calm with 90% consistency as measured by teacher observation.
4. By the end of the IEP period, [Student Name] will approach peers to join a preferred activity in 3 out of 5 weekly opportunities as measured by teacher data collection.
5. By the end of the IEP period, during imaginative play, [Student Name] will suggest a cooperative idea peers can adopt in 75% of interactions as measured by teacher observation.

Emotional Regulation Goals

1. By the end of the IEP period, when upset or frustrated, [Student Name] will use a self-regulation strategy (e.g., deep breathing, requesting a break) in 4 out of 5 instances per week as measured by teacher data.
2. By the end of the IEP period, [Student Name] will identify their emotions and underlying causes with 80% accuracy across structured sessions as measured by teacher observation.
3. By the end of the IEP period, [Student Name] will refrain from disruptive behaviors and use appropriate coping strategies in 90% of opportunities as measured by teacher data.
4. By the end of the IEP period, [Student Name] will demonstrate flexibility by adapting to changes in routine without distress in 3 out of 5 instances as measured by teacher observation.

Initiating Peer Interactions

1. By the end of the IEP period, when cued, [Student Name] will initiate a greeting with a peer with 80% accuracy in 4 out of 5 trials as measured by teacher data.
2. By the end of the IEP period, [Student Name] will independently ask a peer for help with a task in 3 out of 4 opportunities as measured by teacher observation.
3. By the end of the IEP period, when prompted with a social scenario card, [Student Name] will start a conversation with a peer and maintain at least two exchanges with 75% success as measured by teacher data.
4. By the end of the IEP period, during structured group activities, [Student Name] will ask a peer to join them in play in 3 out of 5 observed sessions as measured by teacher observation.
5. By the end of the IEP period, [Student Name] will use a verbal or non-verbal strategy (e.g., raising a hand or gesturing) to gain a peer’s attention in 4 out of 5 opportunities as measured by teacher data.

Teamwork and Cooperative Skills

1. By the end of the IEP period, when in a group activity, [Student Name] will share materials or toys with a peer during 3 out of 5 observed opportunities as measured by teacher observation.
2. By the end of the IEP period, given verbal prompts, [Student Name] will take turns with a peer during board games or group tasks with 80% accuracy as measured by teacher data collection.
3. By the end of the IEP period, during collaborative tasks, [Student Name] will make a suggestion or offer an idea to the group in at least 2 out of 3 observed opportunities as measured by teacher observation.
4. By the end of the IEP period, [Student Name] will follow peer directions during group activities in 4 out of 5 opportunities as measured by teacher data collection.
5. By the end of the IEP period, when assigned to a team, [Student Name] will express appreciation (e.g., “Thank you” or “Good job”) toward a peer’s contribution in 3 out of 5 opportunities as measured by teacher observation.

Responding to Peers

1. By the end of the IEP period, when greeted by a peer, [Student Name] will respond with a verbal greeting in 4 out of 5 opportunities as measured by teacher data.
2. By the end of the IEP period, during structured social activities, [Student Name] will answer peer questions accurately in 3 out of 4 trials as measured by teacher observation.
3. By the end of the IEP period, when offered an item by a peer, [Student Name] will acknowledge the offer and decide whether to accept or decline in 4 out of 5 opportunities as measured by teacher data.
4. By the end of the IEP period, [Student Name] will maintain eye contact for at least 5 seconds when responding to a peer in 3 out of 5 interactions as measured by teacher observation.
5. By the end of the IEP period, given verbal praise from a peer, [Student Name] will respond appropriately (e.g., saying “Thank you” or smiling) in 80% of opportunities as measured by teacher data collection.

Do your students struggle with anxiety in social situations? This guide may be able to help.

Developing Appropriate Social Behaviors

1. By the end of the IEP period, when given a scenario or role play, [Student Name] will identify appropriate versus inappropriate peer responses in 4 out of 5 opportunities as measured by teacher observation.
2. By the end of the IEP period, during free play, [Student Name] will demonstrate appropriate physical boundaries (e.g., no grabbing or pushing) in 90% of observed interactions as measured by teacher data.
3. By the end of the IEP period, [Student Name] will refrain from interrupting peers during conversations in 4 out of 5 opportunities as measured by teacher observation.
4. By the end of the IEP period, when frustrated during a peer interaction, [Student Name] will use coping strategies instead of disruptive behavior in 3 out of 4 trials as measured by teacher data.
5. By the end of the IEP period, [Student Name] will use polite language (e.g., “excuse me” or “may I?”) during peer conversations in 80% of opportunities as measured by teacher observation.

Are your students struggling with maintaining boundaries and upholding their own personal safety standards? Check out these tips for setting safety goals.

Self-Advocacy in Peer Groups

1. By the end of the IEP period, [Student Name] will independently ask a peer to clarify instructions or repeat information when needed in 2 out of 3 observed situations as measured by teacher data collection.
2. By the end of the IEP period, during group projects, [Student Name] will express polite disagreement with a peer’s idea in 3 out of 5 trials as measured by teacher observation.
3. By the end of the IEP period, when feeling uncomfortable in a peer interaction, [Student Name] will verbalize feelings and request to exit the interaction in 3 out of 5 trials as measured by teacher data.
4. By the end of the IEP period, given a scenario prompt, [Student Name] will identify when and how to ask a peer for help in 4 out of 5 opportunities as measured by teacher observation.
5. By the end of the IEP period, [Student Name] will use a self-monitoring tool (e.g., feelings chart) during peer group activities to identify and express emotions in 2 out of 3 observed opportunities as measured by teacher data collection.

Still in need of some inspiration? Here are a few more social skills IEP goals.

How Do You Write an IEP Goal for Peer Interaction?

To start, focus on the specific skills you want the student to develop. These might include initiating conversations, maintaining eye contact, sharing, taking turns, or appropriately resolving conflicts. The list above can help you get started if you find yourself facing a blank page.

Be clear about the conditions and expected behavior. Define whether the scenario involves small group activities, individual peers, or classroom settings.

For example, “Alex will practice active listening in a structured group setting by asking at least one follow-up question on four out of five school days.”

Always measure progress with observable actions. Avoid vague terms like “improve” or “understand.” Instead, frame IEP goals with precise benchmarks for tracking mastery, ensuring they accommodate the unique pace of a student.

Here’s a graphic to help illustrate the ideal format for a peer interaction IEP goal (or any IEP goal, for that matter):

6 Evidence-Based Tips for Teaching Peer Interaction

Peer interaction skills can develop over time with consistent support and practice, especially for students who may face challenges in social settings.

But with thoughtful teaching strategies and consistent practice, these students can gain confidence in engaging with their peers.

Here are six effective methods you can put into practice today:

1. Create Structured Opportunities to Practice

Students often need structured activities where they can safely engage with their classmates. These activities not only provide a secure environment but also help highlight students’ strengths and create authentic opportunities for meaningful connections. These activities can also highlight their strengths and provide opportunities to foster authentic connections, helping them feel valued and included. Games, small group projects, or shared hobbies are all excellent tools for teaching interaction skills and you can often adjust these to make them even more collaborative.

For instance, a board game night in class can help teach turn-taking while fostering a low-pressure social environment.

2. Model Social Behaviors

Your students are keen observers of the adults in their lives. Make it a point to model positive peer interactions whenever possible. For example, practice empathy by actively listening to what others have to say and showing enthusiasm for collaborative problem-solving.

Before beginning any collaborative activity, it’s also a good idea to set clear guidelines for your students and give them resources for conflict resolution.

3. Role-Playing Scenarios

Role-playing is an excellent technique for preparing students to handle interactions in various situations. Whether you’re acting out a friendly disagreement or teaching how to join a group activity, this active practice helps students see what appropriate peer interaction looks like.

4. Use Visual Supports

Social stories, cue cards, and visual charts can significantly benefit students learning social norms. For example, a visual chart that breaks down the “steps of starting a conversation with a peer” can help a student progressively work toward that goal.

5. Reinforce Positive Behavior

Whenever a student demonstrates progress toward their IEP goals for interacting with peers, it’s essential to acknowledge those efforts. Use praise, reward systems, or other positive reinforcements to encourage repetition of desired behaviors.

6. Collaborate with Families

Engaging families in the process makes teaching peer interaction more meaningful. Provide parents or guardians with activities they can practice at home, like sharing a toy with a sibling or asking a question during family dinner time.

Data Tracking Methods for Peer Interaction

Monitoring your students’ progress toward peer interaction IEP goals can be challenging, largely due to the somewhat subjective nature of doing so. However, there are a mixture of quantitative and qualitative approaches you can try to get an idea of where your students abilities lie:

Observation Logs

One of the simplest ways to gather data is through direct observation. Teachers or support staff can log moments when a student practices an IEP goal for appropriate peer interaction. These records could include notes about setting, behavior, and the frequency of social exchanges.

Checklists

Using a simple checklist can quickly capture whether a student meets specific behavior milestones. For instance, you might track how often a student initiates a greeting or resolves a minor conflict appropriately.

Frequency Counting

This method involves tallying how often a skill or action occurs. For example, if a student’s goal is to ask peers at least two questions each week, maintain a running count and compare the totals biweekly.

Video Analysis

When possible, recording classroom activities provides insights into social behaviors in a natural setting. You can review footage to evaluate engagement, body language, and peer responses for a richer perspective on how the student interacts.

Measuring Progress for Peer Interaction

How do you gauge meaningful improvement? Start by revisiting the benchmarks you set in the IEP.

Qualitative methods like observation can assess subtler developments, such as a student’s willingness to approach group settings more confidently. Meanwhile, quantitative tools like checklists provide even more tangible results, such as, “The student successfully initiated interaction with at least three peers during recess for four consecutive weeks.”

Consistency over time is key here. Celebrate incremental achievements, and adjust goals to meet the evolving needs of your student. Progress, no matter how small, contributes to fostering independence in social settings.

Final Thoughts

Teaching and supporting appropriate peer interaction can feel like a complex task, but the outcome is incredibly rewarding. When students build these skills, they not only meet their IEP goals but also gain confidence in forming lasting relationships with others.

Remember, patience is the most important tool you have in your toolbox here. Take the time to tailor your strategies to individual learning styles and provide as much encouragement and reinforcement as possible.

Each step forward, however small, contributes meaningfully to building students’ social abilities and fostering their confidence.

FAQ

What are some interventions to help peers act better?

Using peer mentoring programs, cooperative group activities, and social-emotional learning curriculums can encourage better overall peer behavior. Teach empathy, active listening, and conflict resolution through these initiatives to create a kinder classroom environment.

What is an IEP goal for dealing with conflict?

An appropriate IEP goal for conflict resolution might read, “The student will identify a conflict in a structured peer activity and suggest at least one solution in 80% of opportunities, with teacher or peer prompts as needed.”

What is an IEP goal for respecting others?

An IEP goal centered on respect could state, “The student will demonstrate respectful responses by using polite phrases (e.g., ‘Thank you,’ or, ‘Excuse me’) during peer exchanges in 4 out of 5 daily sessions.”

How do you encourage children to interact with peers?

Scheduling shared activities, providing consistent coaching, modeling social interactions, and praising social efforts are all effective ways to encourage peer engagement. Structured opportunities make the process less intimidating for reserved or struggling learners.

Further Reading

• Kwan, Celia et al: Effects of Social Isolation and Loneliness in Children with Neurodevelopmental Disabilities: A Scoping Review
• Pierce, Rebekah: Social Isolation And ADHD – How To Reconnect With Others For More Meaningful Relationships
• Pierce, Rebekah: 13 Communication Exercises For Diverse Learners | Life Skills Advocate
• Williamson, John: Comfort, Stretch And Panic Zones In Social Skills Development
• Murphy, Meredith et al: Combining Social Skills Instruction and the Good Behavior Game to Support Students with Emotional and Behavioral Disorders
• Stanford University: 10 Tips for Effective Peer Collaboration
• University of Wisconsin La Crosse: Peer Interactions