Use describing words on a communication device
When to use this goal
For students who use AAC mostly to request and name, and whose messages would carry more meaning with describing words (big, hot, broken, funny, same, different). Base the choice on the AAC team's language sample and the vocabulary available on the device.
- Baseline
- Tally all device messages during two or three similar activities and mark which include describing words. Check where describing words are on the device and how many steps it takes to reach them; long paths reduce use for reasons that are about access, not language.
- Tips
- Count each message that includes a describing word, whether alone or combined. Repeated presses of the same button in a row count once. Model describing words during the activity without asking the student to copy each one. Activities with real changes (melting, mixing, breaking) make describing natural.
- Limits
- Counts depend on activity and partner modeling, so keep both similar. The goal does not measure whether the word fits each time; add an accuracy note if that is a concern. Device vocabulary limits what can be said.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-040.
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Goal
By the annual IEP review date, during a 20-minute hands-on class activity (such as a science experiment, cooking, or art) with their communication device, the student will use describing words on their device (such as big, hot, broken, same, or different) in a message about the activity independently at least 6 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected 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 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
- 1 times per 20-minute activity.
- Annual goal437 characters
- By the annual IEP review date, during a 20-minute hands-on class activity (such as a science experiment, cooking, or art) with their communication device, the student will use describing words on their device (such as big, hot, broken, same, or different) in a message about the activity independently at least 6 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute hands-on class activity (such as a science experiment, cooking, or art) with their communication device
- Behavior
- The student will use describing words on their device (such as big, hot, broken, same, or different) in a message about the activity independently
- Criteria
- At least 6 times per 20-minute activity, across 3 consecutive weekly observations
- Evaluation method
- Frequency recording
- Schedule
- 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:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute hands-on class activity (such as a science experiment, cooking, or art) with their communication device, the student will use describing words on their device (such as big, hot, broken, same, or different) in a message about the activity independently at least 6 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected 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.