Give a reason for a choice
When to use this goal
For young students who make choices and answer simple questions but do not yet say why. Giving a reason with "because" or a simple explanation is an early step toward explaining and arguing. Base the choice on the SLP's observation and a language sample.
- Baseline
- Ask why after five real choices across a few days and record what the student says. Note whether the student repeats the choice ("Because blocks"), gives a reason, or does not answer.
- Tips
- Each why question about a real choice is one opportunity. Score correct when the answer is a reason, even a simple one ("I like it"), as long as it is not only the choice repeated. Accept any language or mode. Never question the choice itself; the student's reason is always valid.
- Limits
- Simple reasons such as "I like it" count but are limited; later goals can ask for more specific reasons. The goal does not measure grammar with because.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-046.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after the student chooses an activity, snack, or book, when an adult asks "Why did you pick that one?", the student will give a reason for their choice with a word, phrase, sign, or device message (such as "because it's fast" or "I like red") independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice weekly.
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 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 of 5 opportunities.
- Annual goal417 characters
- By the annual IEP review date, after the student chooses an activity, snack, or book, when an adult asks "Why did you pick that one?", the student will give a reason for their choice with a word, phrase, sign, or device message (such as "because it's fast" or "I like red") independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After the student chooses an activity, snack, or book, when an adult asks "Why did you pick that one?"
- Behavior
- The student will give a reason for their choice with a word, phrase, sign, or device message (such as "because it's fast" or "I like red") independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after the student chooses an activity, snack, or book, when an adult asks "Why did you pick that one?", the student will give a reason for their choice with a word, phrase, sign, or device message (such as "because it's fast" or "I like red") independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice weekly.
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.