Ask where or who to find something missing
When to use this goal
For students who request items but do not yet ask questions to get information, especially when something is missing. Planned set-ups (a missing piece, a hidden snack, an absent classmate) create a real reason to ask. Base the choice on observation of question use in any mode.
- Baseline
- Run five missing-item set-ups and record whether the student asked on the device, searched, showed confusion, requested the item directly, or moved on. Check that where and who are on the device and reachable.
- Tips
- Each set-up or natural missing-item moment is one opportunity, scored independent when the student uses a question word on the device. A request for the item ("want ball") is also communication; record it, answer it, and model the question. Answer every question with real information.
- Limits
- Set-ups are needed at first and can feel staged. The goal does not cover what, when, or why questions or question grammar; see sl-aac-020 for broader question frequency.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-041.
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Goal
By the annual IEP review date, during an activity set up with 5 missing items or absent people (such as a missing puzzle piece or a classmate who left the room), the student will ask a where or who question on the device about the missing item or person (such as "where ball?" or "who gone?") independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 0 of 5 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 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 of 5 opportunities.
- Annual goal457 characters
- By the annual IEP review date, during an activity set up with 5 missing items or absent people (such as a missing puzzle piece or a classmate who left the room), the student will ask a where or who question on the device about the missing item or person (such as "where ball?" or "who gone?") independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During an activity set up with 5 missing items or absent people (such as a missing puzzle piece or a classmate who left the room)
- Behavior
- The student will ask a where or who question on the device about the missing item or person (such as "where ball?" or "who gone?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during an activity set up with 5 missing items or absent people (such as a missing puzzle piece or a classmate who left the room), the student will ask a where or who question on the device about the missing item or person (such as "where ball?" or "who gone?") independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.