Tell what is wrong in a silly picture
When to use this goal
For students who name what is in a picture but do not notice or cannot explain what does not make sense (a fish in a tree, a person wearing a boot on their head). Explaining an absurdity uses world knowledge and the language to say why. Base the choice on the SLP's assessment.
- Baseline
- Present 10 absurd pictures and record whether the student finds the error and whether they explain why. Many students point to the error before they can explain it; record both so the goal can target the explanation.
- Tips
- Score correct when the student names the error and gives a reason based on how things usually are. Use situations common across cultures and students' experiences. Spoken absurd sentences are harder than pictures and good for older students.
- Limits
- Some absurdities depend on experiences the student may not have had; replace those items rather than scoring them wrong. The goal does not measure humor or figurative language.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-044.
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Goal
By the annual IEP review date, given 10 pictures, each with one thing that does not make sense, the student will tell what is wrong in the picture and why it does not make sense independently with at least 80% accuracy on absurdity pictures or sentences, 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 goal379 characters
- By the annual IEP review date, given 10 pictures, each with one thing that does not make sense, the student will tell what is wrong in the picture and why it does not make sense independently with at least 80% accuracy on absurdity pictures or sentences, 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, each with one thing that does not make sense
- Behavior
- The student will tell what is wrong in the picture and why it does not make sense independently
- Criteria
- With at least 80% accuracy on absurdity pictures or sentences, 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 absurdity pictures or sentences
- 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, each with one thing that does not make sense, the student will tell what is wrong in the picture and why it does not make sense independently with at least 80% accuracy on absurdity pictures or sentences, 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.