Tell whether a spoken sentence is a question or a statement
When to use this goal
For students who miss questions directed at them because they do not pick up on intonation or question words, and so do not answer. Base the choice on observation of how the student responds to questions in class. For students with hearing differences, coordinate with the audiologist.
- Baseline
- Present 20 sentences, half questions (mixing yes/no questions with rising intonation and wh- questions) and half statements, and record each judgment. Chance is 50%. Note whether errors cluster on questions without a question word, which point to intonation.
- Tips
- Score correct when the judgment matches the sentence type. Include both intonation-only questions and question-word questions so the student learns both cues. Recorded voices add variety. Connect the skill to class: "When you hear a question, the teacher wants an answer."
- Limits
- Identifying questions does not mean answering them. Chance is 50%. Students with hearing differences may not access intonation; audiology input is needed before setting the goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-008.
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Goal
By the annual IEP review date, given 20 spoken sentences, half questions and half statements, with no visual cue, the student will identify each sentence as a question or a statement independently with at least 90% accuracy on sentence-type judgments, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 55% 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 Listening Comprehension & Auditory Processing.
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 - Listening Comprehension & Auditory Processing
- Baseline
- 55% accuracy.
- Annual goal376 characters
- By the annual IEP review date, given 20 spoken sentences, half questions and half statements, with no visual cue, the student will identify each sentence as a question or a statement independently with at least 90% accuracy on sentence-type judgments, 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 20 spoken sentences, half questions and half statements, with no visual cue
- Behavior
- The student will identify each sentence as a question or a statement independently
- Criteria
- With at least 90% accuracy on sentence-type judgments, 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 90% accuracy on sentence-type judgments
- 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 20 spoken sentences, half questions and half statements, with no visual cue, the student will identify each sentence as a question or a statement independently with at least 90% accuracy on sentence-type judgments, 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.