Check whether the listener is following an explanation
When to use this goal
For students who explain games, ideas, or events at length without noticing that the listener is lost, and who want their explanations to land. Base the choice on observation and the student's goals. For repairing after a listener signals confusion, see se-com-005; this goal is about checking before the breakdown.
- Baseline
- Have the student explain two or three things to a listener who gives no signals and record whether the student ever checks in. Then have the listener look confused and see whether the student notices. Ask the student whether people often say they did not follow.
- Tips
- Each explanation is one opportunity. Score correct when the student checks in the required number of times with a question directed to the listener and responds to a no by re-explaining or adding information. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. The listener should answer honestly so checking has a purpose. Explanations should be on topics the student knows well.
- Limits
- Checking can become a rote phrase; the response-to-no requirement makes it meaningful. Listeners who always say yes give no information. Opportunities are planned; real explanations happen unobserved.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-020.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when explaining a game, hobby, or procedure to a peer or adult who does not know it, the student will pause at least twice during the explanation to check understanding with a question (such as "Does that make sense?", "Do you know what I mean by ___?") and adjust if the listener says no 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 goal468 characters
- By the annual IEP review date, when explaining a game, hobby, or procedure to a peer or adult who does not know it, the student will pause at least twice during the explanation to check understanding with a question (such as "Does that make sense?", "Do you know what I mean by ___?") and adjust if the listener says no 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 explaining a game, hobby, or procedure to a peer or adult who does not know it
- Behavior
- The student will pause at least twice during the explanation to check understanding with a question (such as "Does that make sense?", "Do you know what I mean by ___?") and adjust if the listener says no 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 explaining a game, hobby, or procedure to a peer or adult who does not know it, the student will pause at least twice during the explanation to check understanding with a question (such as "Does that make sense?", "Do you know what I mean by ___?") and adjust if the listener says no 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.