Answer wh- questions with a communication device
When to use this goal
For students who use AAC and can find vocabulary on their device but rarely use it to answer questions. The goal is about the language (answering with the right kind of word), not device operation. Base the choice on the AAC team's assessment and classroom observation.
- Baseline
- Ask 10 questions across a book or activity, with modeling as usual, and record whether the student answers on the device, with another mode (pointing to the book, a gesture, a vocalization), or not at all. Check that the answer words are on the device and reachable.
- Tips
- Each question is one opportunity, scored correct when the device answer is the right type and fits. Other modes (pointing, gesture, speech) are always accepted as communication and noted, but this goal counts device answers. Model on the device throughout the activity without requiring the student to copy. Use total communication: never remove the device to encourage speech.
- Limits
- Answers are limited by what vocabulary is on the device; a missing word is a device problem, not a student error. Motor access affects response time; allow the time the student needs. The goal does not measure why and how questions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-039.
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Goal
By the annual IEP review date, during a shared book reading when an adult asks who, what, or where questions and models answers on the student's device, the student will answer the question on their communication device with a word or symbol of the type the question asks for (a person, a thing or action, or a place) independently in at least 7 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
Baseline: 2 of 10 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 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
- 2 of 10 opportunities.
- Annual goal516 characters
- By the annual IEP review date, during a shared book reading when an adult asks who, what, or where questions and models answers on the student's device, the student will answer the question on their communication device with a word or symbol of the type the question asks for (a person, a thing or action, or a place) independently in at least 7 of 10 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
- During a shared book reading when an adult asks who, what, or where questions and models answers on the student's device
- Behavior
- The student will answer the question on their communication device with a word or symbol of the type the question asks for (a person, a thing or action, or a place) independently
- Criteria
- In at least 7 of 10 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 7 of 10 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, during a shared book reading when an adult asks who, what, or where questions and models answers on the student's device, the student will answer the question on their communication device with a word or symbol of the type the question asks for (a person, a thing or action, or a place) independently in at least 7 of 10 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.