Which of the following would be an appropriate goal for a student with social anxiety in their IEP?

The choice of setting a goal for a student with social anxiety to engage in cooperative activities with minimal prompts is particularly appropriate. This goal not only aligns with the social skills that the student needs to develop but also acknowledges the challenges posed by social anxiety. By focusing on cooperative activities, the goal encourages interaction and collaboration with peers, which can help the student build confidence in social situations.

Moreover, the phrase "with minimal prompts" is crucial because it recognizes the student's need for support while also promoting independence. This type of goal can be motivating and manageable for the student, as it encourages gradual progression towards more social interaction without overwhelming them.

In contrast, other options, while they may contain elements of participation, lack the specificity or supportive structure that is beneficial for a student dealing with social anxiety. For example, participating in class discussions occasionally does not provide a clear path for improvement or confidence-building. Similarly, focusing on behavior such as not disrupting class or completing work independently does not directly address the social aspect that is critical for a student experiencing anxiety in social interactions.