Tell a question from a statement with voice
When to use this goal
For students whose voice stays flat so listeners cannot tell a question from a statement. Present levels decide fit. Use sentence pairs that differ only in intonation ("It's raining." and "It's raining?").
- Baseline
- Present 10 sentences (5 of each type) in random order and score whether a listener who cannot see the punctuation can tell which type was said.
- Tips
- Have a second listener who cannot see the cards judge a few items. Arrow cards make pitch visible. Practice in games where asking questions has a real point.
- Limits
- Intonation patterns vary across languages and dialects; set targets with the family's language in mind. The goal does not cover emotional tone of voice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-019.
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Goal
By the annual IEP review date, given 10 short sentences marked with a period or a question mark, read or repeated in random order, the student will say each sentence with rising pitch for questions and falling pitch for statements independently with at least 80% accuracy on sentences with the matching intonation, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Baseline: 40% 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 Motor Speech (Apraxia & Dysarthria).
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 - Motor Speech (Apraxia & Dysarthria)
- Baseline
- 40% accuracy.
- Annual goal432 characters
- By the annual IEP review date, given 10 short sentences marked with a period or a question mark, read or repeated in random order, the student will say each sentence with rising pitch for questions and falling pitch for statements independently with at least 80% accuracy on sentences with the matching intonation, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 short sentences marked with a period or a question mark, read or repeated in random order
- Behavior
- The student will say each sentence with rising pitch for questions and falling pitch for statements independently
- Criteria
- With at least 80% accuracy on sentences with the matching intonation, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 sentences with the matching intonation
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 short sentences marked with a period or a question mark, read or repeated in random order, the student will say each sentence with rising pitch for questions and falling pitch for statements independently with at least 80% accuracy on sentences with the matching intonation, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected 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.