Ask for clarification when a message is unclear
Live goal preview
By the annual IEP review date, when a direction or message is unclear, incomplete, or too fast during a structured barrier activity, the student will ask for clarification by naming what was unclear (e.g., "Which one?", "Can you say that slower?", "What does ___ mean?") independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and monthly in class.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Pragmatic Language.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students who guess, go along, or stop participating when they do not follow what someone said. Present levels, observation, and the SLP's assessment, not grade, decide fit. This is the listener's side of repair; for repairing the student's own messages, see se-com-005.
- Baseline considerations
- In a barrier activity, give 5 or more planned unclear messages (a missing detail, an unknown word, speech that is too fast) and record whether the student asks, guesses, or stops. Ask the classroom teacher how the student responds when they do not follow directions.
- Usage notes
- An opportunity is a planned or naturally occurring message that is missing information the student needs. Score correct when the student asks a question or makes a statement that requests the missing information within about 10 seconds, in any mode. General statements ("What?") are recorded as partially correct if the goal is specific requests. Respond helpfully to every request; asking must work.
- Known limitations
- Natural opportunities are hard to count in class, so most data come from planned activities; check generalization with occasional classroom observations. Some students choose not to ask because of past experiences; the setting must welcome questions.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-prag-001.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session and monthly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a direction or message is unclear, incomplete, or too fast during a structured barrier activity, the student will ask for clarification by naming what was unclear (e.g., "Which one?", "Can you say that slower?", "What does ___ mean?") independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and monthly in class.
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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.