Ask a question using the device
When to use this goal
For students who answer and request on their system but never ask anything, which keeps them out of conversations and limits learning. Base the choice on a device language sample sorted by function.
- Baseline
- Review two or three activities and count questions the student asked on the device. Check that question words are present and reachable. Set up a guessing game that cannot be played without asking, to see whether the student can form a question when it is required.
- Tips
- Count a question when the message seeks information or permission and is not an answer or request for an item. Guessing games make questions necessary and are a good teaching context. Answer every question the student asks, even odd ones, so asking pays off. Keep the activity consistent across probes.
- Limits
- Question frequency depends heavily on the activity. Some questions are hard to tell from requests ("can I have"); decide the rule in advance. The template does not measure grammatical form.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-020.
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Goal
By the annual IEP review date, during a 20-minute conversation or group activity with the device open to a page containing question words (who, what, where, when, why, can I), the student will ask a question on the device (such as "what that", "where go", "can I turn") that fits the situation independently at least 4 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Baseline: 0 times per 20-minute activity.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 AAC & Augmentative 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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 0 times per 20-minute activity.
- Annual goal443 characters
- By the annual IEP review date, during a 20-minute conversation or group activity with the device open to a page containing question words (who, what, where, when, why, can I), the student will ask a question on the device (such as "what that", "where go", "can I turn") that fits the situation independently at least 4 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute conversation or group activity with the device open to a page containing question words (who, what, where, when, why, can I)
- Behavior
- The student will ask a question on the device (such as "what that", "where go", "can I turn") that fits the situation independently
- Criteria
- At least 4 times per 20-minute activity, across 3 consecutive weekly observations
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 4 times per 20-minute activity
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute conversation or group activity with the device open to a page containing question words (who, what, where, when, why, can I), the student will ask a question on the device (such as "what that", "where go", "can I turn") that fits the situation independently at least 4 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute activity.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.