Ask what to do when a direction is unclear instead of ignoring it
When to use this goal
For students who do nothing, do the wrong thing, or leave when they do not understand a direction. Base the choice on responses to unclear or multi-part directions. The comprehension side belongs to listening-comprehension and multi-step-directions; this targets the behavioral response.
- Baseline
- Give 5 directions with a missing piece (no page number, an unknown word) and record whether the student asks, guesses, or stops. Confirm with the SLP that the student can form a question; if not, a question card or a single phrase ("say again?") is the starting form.
- Tips
- Answer every clarifying question without irritation; the question is the goal, not an interruption. Keep a list of the questions asked so the team can see whether they are specific. Teach "say again?" first for students who do not yet form questions.
- Limits
- Planned unclear directions can feel like a trick; use them sparingly and tell the student that asking is being practiced. Does not measure whether the direction was then followed correctly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-016.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when given a direction that includes an unfamiliar word or more than two steps, the student will independently ask a clarifying question ("do you mean...?", "which page?", "can you say it again?") within 30 seconds rather than ignoring the direction in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected 3 times per week with at least 1 planned unclear direction, summarized weekly.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Following Adult Directions.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Behavior & Classroom Expectations - Following Adult Directions
- Baseline
- 1 of 5 opportunities.
- Annual goal494 characters
- By the annual IEP review date, when given a direction that includes an unfamiliar word or more than two steps, the student will independently ask a clarifying question ("do you mean...?", "which page?", "can you say it again?") within 30 seconds rather than ignoring the direction in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected 3 times per week with at least 1 planned unclear direction, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When given a direction that includes an unfamiliar word or more than two steps
- Behavior
- The student will independently ask a clarifying question ("do you mean...?", "which page?", "can you say it again?") within 30 seconds rather than ignoring the direction
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 3 times per week with at least 1 planned unclear direction, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- 3 times per week with at least 1 planned unclear direction, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a direction that includes an unfamiliar word or more than two steps, the student will independently ask a clarifying question ("do you mean...?", "which page?", "can you say it again?") within 30 seconds rather than ignoring the direction in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected 3 times per week with at least 1 planned unclear direction, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.