Answer why questions with a reason
When to use this goal
For students who answer who, what, and where questions but respond to why with a restatement or a guess ("Why is he wet?" "He's wet"). Base the choice on question data by type. Builds on sl-exp-007.
- Baseline
- Ask 10 why questions about pictures with obvious causes and 10 about a story, and record reasons, restatements, and unrelated answers. Check whether the student can pick the reason from two choices, which separates understanding why from formulating the answer.
- Tips
- Score correct when the answer gives a plausible cause for the pictured or described situation; the word because is not required unless the goal says so. Any reasonable reason counts, not only the one on the key. Pictures must show the cause clearly (a puddle and rain for "Why is he wet?").
- Limits
- Why questions require inference as well as language; keep causes visible for younger students. Story-based why questions depend on comprehension of the story. The goal does not cover how questions, which are similar and can be added.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-020.
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Goal
By the annual IEP review date, given 10 pictures or short scenarios with an obvious cause and asked a why question about each, the student will answer each why question with a reason that fits, using because or an equivalent independently with at least 80% accuracy on why questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Expressive Language.
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 - Expressive Language
- Baseline
- 30% accuracy.
- Annual goal408 characters
- By the annual IEP review date, given 10 pictures or short scenarios with an obvious cause and asked a why question about each, the student will answer each why question with a reason that fits, using because or an equivalent independently with at least 80% accuracy on why questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 pictures or short scenarios with an obvious cause and asked a why question about each
- Behavior
- The student will answer each why question with a reason that fits, using because or an equivalent independently
- Criteria
- With at least 80% accuracy on why questions, across 3 consecutive therapy 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on why questions
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 pictures or short scenarios with an obvious cause and asked a why question about each, the student will answer each why question with a reason that fits, using because or an equivalent independently with at least 80% accuracy on why questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.