Add describing words to device messages
When to use this goal
For students whose device messages are mostly nouns and requests and who rarely use describing core words (big, little, hot, fast, same, different, yucky, fun). Describing words let a student comment and clarify, not only ask. Base the choice on a communication sample, not age.
- Baseline
- Tally describing words used during two activities and list which ones. Check the device: describing words must be programmed and reachable, ideally on the core page. Note whether the student uses describing signs, gestures, or vocalizations that partners already read.
- Tips
- Tally each describing word used to communicate, spontaneous or after a model; record the two kinds separately. Rotate activities so the same word is not always the only fitting one. Partners comment more than they question so the student hears describing words used naturally.
- Limits
- Activity choice drives the count. A high tally of one word (such as "fun") is less than it looks; track variety too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-035.
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Goal
By the annual IEP review date, during a 20-minute sensory, art, or cooking activity in which partners model describing words on the device, the student will use a describing word on the device to comment on or clarify something (such as "big", "hot", "different") independently at least 6 times per 20-minute activity, on 3 of 4 consecutive observed days, as measured by frequency recording collected twice weekly.
Baseline: 1 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
- 1 times per 20-minute activity.
- Annual goal414 characters
- By the annual IEP review date, during a 20-minute sensory, art, or cooking activity in which partners model describing words on the device, the student will use a describing word on the device to comment on or clarify something (such as "big", "hot", "different") independently at least 6 times per 20-minute activity, on 3 of 4 consecutive observed days, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute sensory, art, or cooking activity in which partners model describing words on the device
- Behavior
- The student will use a describing word on the device to comment on or clarify something (such as "big", "hot", "different") independently
- Criteria
- At least 6 times per 20-minute activity, on 3 of 4 consecutive observed days
- Evaluation method
- Frequency recording
- Schedule
- Twice 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 6 times per 20-minute activity
- Mastery rule:
- on 3 of 4 consecutive observed days
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute sensory, art, or cooking activity in which partners model describing words on the device, the student will use a describing word on the device to comment on or clarify something (such as "big", "hot", "different") independently at least 6 times per 20-minute activity, on 3 of 4 consecutive observed days, as measured by frequency recording collected twice 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.