Answer yes or no when asked about a want or need
When to use this goal
For students who cannot yet answer "Do you want ___?" reliably, so adults guess. Base the choice on the SLP's assessment of a consistent yes/no form (head movement, sign, two symbols, a switch, a vocalization). For students with significant motor or communication needs.
- Baseline
- Set up 10 questions per session, half about preferred and half about non-preferred items from a verified list, and record the answer form and whether it matched the student's subsequent behavior (accepting or refusing). Confirm with the SLP and OT that the chosen form is motorically reliable.
- Tips
- Score correct when the answer form is clear within 5 seconds and matches what the student then does (accepts a yes item, refuses a no item). Always act on the answer, including no. Mixed trials are essential; a student who always answers yes has not yet learned the distinction. Develop the yes/no form and the goal with the SLP.
- Limits
- Matching the answer to subsequent behavior is the only check on accuracy, and it works for wants, not for factual questions. Fatigue and positioning affect motor forms; record them. Does not measure answering yes/no questions about information or feelings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-011.
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Goal
By the annual IEP review date, when asked a yes/no question about a want or need (such as "Do you want more?", "Do you need the bathroom?") during daily routines, the student will answer yes or no using their agreed form (head movement, sign, symbol, switch, or word) within 5 seconds 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 choice routines.
Baseline: 4 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
- 4 of 10 opportunities.
- Annual goal473 characters
- By the annual IEP review date, when asked a yes/no question about a want or need (such as "Do you want more?", "Do you need the bathroom?") during daily routines, the student will answer yes or no using their agreed form (head movement, sign, symbol, switch, or word) within 5 seconds 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 choice routines.
- Timeframe
- By the annual IEP review date
- Condition
- When asked a yes/no question about a want or need (such as "Do you want more?", "Do you need the bathroom?") during daily routines
- Behavior
- The student will answer yes or no using their agreed form (head movement, sign, symbol, switch, or word) within 5 seconds 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 choice routines
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 choice routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked a yes/no question about a want or need (such as "Do you want more?", "Do you need the bathroom?") during daily routines, the student will answer yes or no using their agreed form (head movement, sign, symbol, switch, or word) within 5 seconds 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 choice routines.
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.