Ask a conversation partner questions about themselves
When to use this goal
For students who talk about their own interests in conversation and rarely ask the other person anything, and who want conversations that go both ways. Base the choice on the student's goals and conversation samples. For asking questions to get information, see se-com-006.
- Baseline
- Record five short conversations and count questions the student asks about the partner versus statements about themselves. Note whether questions follow what the partner said or come from a list. Ask the student how their conversations usually go and what they would like to change.
- Tips
- Each 5-minute conversation is one opportunity. Score correct when the student asks the required number of questions that are about the partner (not requests for items or information for themselves) and fit the conversation. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. Partners should answer in a way that gives the student something to follow up on. Interest in others cannot be forced; frame this as a tool the student can use when they want.
- Limits
- Conversation samples are affected by the partner and topic; keep them similar. Counting questions does not capture whether the student listened to the answer. Some students prefer parallel sharing to question-and-answer; discuss what the student wants.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-010.
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Goal
By the annual IEP review date, during a 5-minute conversation with a peer or adult on a shared topic, the student will ask the partner at least two questions about their experiences, opinions, or interests during the conversation independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected 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 Pragmatic 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 - Pragmatic Language
- Baseline
- 1 of 5 opportunities.
- Annual goal378 characters
- By the annual IEP review date, during a 5-minute conversation with a peer or adult on a shared topic, the student will ask the partner at least two questions about their experiences, opinions, or interests during the conversation independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 5-minute conversation with a peer or adult on a shared topic
- Behavior
- The student will ask the partner at least two questions about their experiences, opinions, or interests during the conversation independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 5-minute conversation with a peer or adult on a shared topic, the student will ask the partner at least two questions about their experiences, opinions, or interests during the conversation independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected 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.