Name emotions from tone of voice
When to use this goal
For students who miss what a speaker's voice tells them, such as frustration or excitement. Present levels and a hearing screening decide fit. Voice is one clue among several; students who find it hard can rely on words and situation too.
- Baseline
- Play 10 recordings with a mix of 4 emotions and record each choice. Check hearing first, and note any recordings the student says are too loud or unpleasant.
- Tips
- Keep volume comfortable; some students are sensitive to angry voices. Use recordings of different adults so the skill is not tied to one voice. Teach that asking ("Are you upset?") is a fine way to check.
- Limits
- Recorded samples are exaggerated compared with real speech. Students who are deaf or hard of hearing need a different version planned with the DHH teacher.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-010.
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Goal
By the annual IEP review date, given 10 recorded sentences with neutral words (such as "We're going now") said in happy, sad, angry, or worried voices, the student will name or choose the emotion the speaker's voice shows independently with at least 80% accuracy on recorded voice samples, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Social Awareness & Perspective Taking.
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
- Social-Emotional & Communication - Social Awareness & Perspective Taking
- Baseline
- 40% accuracy.
- Annual goal385 characters
- By the annual IEP review date, given 10 recorded sentences with neutral words (such as "We're going now") said in happy, sad, angry, or worried voices, the student will name or choose the emotion the speaker's voice shows independently with at least 80% accuracy on recorded voice samples, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 recorded sentences with neutral words (such as "We're going now") said in happy, sad, angry, or worried voices
- Behavior
- The student will name or choose the emotion the speaker's voice shows independently
- Criteria
- With at least 80% accuracy on recorded voice samples, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on recorded voice samples
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 recorded sentences with neutral words (such as "We're going now") said in happy, sad, angry, or worried voices, the student will name or choose the emotion the speaker's voice shows independently with at least 80% accuracy on recorded voice samples, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.