State a like or dislike with a reason
When to use this goal
For students who can choose between items but rarely give an opinion and why ("I like it because it's loud"). Opinions show personality and let the student influence plans. Base the choice on device samples showing two- and three-word messages.
- Baseline
- Ask five opinion questions and record opinion with a reason, opinion only, a choice without an opinion, or no response. Check that opinion and reason words are on the device.
- Tips
- Each opinion question is one opportunity, scored independent when the student gives an opinion and any reason. Reasons can be short. Accept every opinion; the student's real view is the point, including "don't like" about adult choices.
- Limits
- Opinion questions can feel like tests if overused; keep them real. The goal does not measure longer arguments; see expressive and pragmatic templates for persuasion.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-050.
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Goal
By the annual IEP review date, when asked for an opinion about a song, video, book, food, or activity during a class or group activity, the student will tell whether they like or dislike something and give a reason on the device (such as "don't like, too loud") independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
Baseline: 1 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
- 1 of 5 opportunities.
- Annual goal459 characters
- By the annual IEP review date, when asked for an opinion about a song, video, book, food, or activity during a class or group activity, the student will tell whether they like or dislike something and give a reason on the device (such as "don't like, too loud") independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
- Timeframe
- By the annual IEP review date
- Condition
- When asked for an opinion about a song, video, book, food, or activity during a class or group activity
- Behavior
- The student will tell whether they like or dislike something and give a reason on the device (such as "don't like, too loud") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and once weekly in class
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 therapy sessions
- Collection schedule:
- during each therapy session and once weekly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked for an opinion about a song, video, book, food, or activity during a class or group activity, the student will tell whether they like or dislike something and give a reason on the device (such as "don't like, too loud") independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
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.