Request a wanted item or activity with a word, sign, picture, or symbol
When to use this goal
For early communicators who get what they want by reaching, pulling an adult's hand, crying, or taking, and who are starting a first intentional communication system. Base the choice on the SLP's assessment and the mode the family uses at home. Precedes se-com-001 (two-symbol messages).
- Baseline
- Build a preference list with the family and staff, then set up 10 opportunities across two routines and record the student's response: intentional request in any mode, reaching or leading, crying, or no response. Confirm with the SLP which mode is most reliable and that the symbols are available.
- Tips
- Score correct when the student produces a recognizable word approximation, sign, picture exchange, or symbol selection directed to a partner within 10 seconds, without a physical prompt. Deliver the item immediately. Model the symbols throughout the day, not only in trials. Any mode the student uses is honored; record modes so the team can see which is emerging.
- Limits
- Requires reliable preferences; satiation during a session reduces opportunities. Trial data show requesting in set-up situations, not spontaneous use across the day; add a spontaneous-request tally if needed. Device access issues can look like skill gaps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-007.
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Goal
By the annual IEP review date, when a preferred item or activity is in sight but out of reach during snack, play, or choice time, the student will request the item or activity by saying or signing its name, handing over its picture, or selecting its symbol independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and play.
Baseline: 2 of 10 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 Functional Communication.
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 - Functional Communication
- Baseline
- 2 of 10 opportunities.
- Annual goal434 characters
- By the annual IEP review date, when a preferred item or activity is in sight but out of reach during snack, play, or choice time, the student will request the item or activity by saying or signing its name, handing over its picture, or selecting its symbol independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and play.
- Timeframe
- By the annual IEP review date
- Condition
- When a preferred item or activity is in sight but out of reach during snack, play, or choice time
- Behavior
- The student will request the item or activity by saying or signing its name, handing over its picture, or selecting its symbol independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during snack and play
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily during snack and play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a preferred item or activity is in sight but out of reach during snack, play, or choice time, the student will request the item or activity by saying or signing its name, handing over its picture, or selecting its symbol independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and play.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.