Answer a conversational question with a short, complete reply
When to use this goal
For students who answer a casual question with a long monologue, or with so little that the partner cannot continue, and who want conversations to flow. Base the choice on conversation samples and the student's goals. This is a tool for situations the student chooses, not a rule for every conversation.
- Baseline
- Record three conversations and, for the first five casual questions the student is asked, count sentences in the reply and whether the student handed the turn back. Note whether long replies happen only on special-interest topics. Ask the student whether they notice people losing interest or asking follow-up questions.
- Tips
- Each casual question directed to the student is one opportunity. Score correct when the reply is between one and three sentences, answers the question, and ends with a pause or a question to the partner. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. Special-interest topics are allowed; the skill is giving the partner a turn. Agree with the student on the cue and the settings where they want to use this.
- Limits
- Sentence counts are a rough measure of amount; some three-sentence replies are too much and some long replies are welcome. Partner interest varies. This goal should not be used to shut down a student's enthusiasm; frame it with the student as a way to keep partners engaged.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-013.
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Goal
By the annual IEP review date, when a peer or adult asks a casual question (such as "What did you do this weekend?") during a conversation, the student will answer in one to three sentences and then pause or ask the partner a question 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 goal383 characters
- By the annual IEP review date, when a peer or adult asks a casual question (such as "What did you do this weekend?") during a conversation, the student will answer in one to three sentences and then pause or ask the partner a question 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
- When a peer or adult asks a casual question (such as "What did you do this weekend?") during a conversation
- Behavior
- The student will answer in one to three sentences and then pause or ask the partner a question 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, when a peer or adult asks a casual question (such as "What did you do this weekend?") during a conversation, the student will answer in one to three sentences and then pause or ask the partner a question 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.