Name what a speaker's tone of voice signals
When to use this goal
For students who report or show confusion when the same words carry a different message because of how they are said (joking, annoyed, asking, serious). Base the choice on a recorded-sentence probe and the student's examples. The goal is interpreting other people's tone; the student's own tone is never scored.
- Baseline
- Probe 10 recorded sentences across at least four tones and record which tones the student identifies. Check hearing status first; a student with reduced hearing may need access support, not a pragmatic goal. Ask the student which tones are hardest in real life.
- Tips
- Score correct when the student's answer matches the intended message. Use several speakers, ages, and accents so the student is not learning one voice. Tone conventions differ across cultures and families; talk about that openly. Pair with sl-prag-032 so the student can ask when tone and words do not match.
- Limits
- Recorded sentences are cleaner than real speech, where tone mixes with context and facial cues. Accuracy here does not show what the student does in a live exchange.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-031.
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Goal
By the annual IEP review date, given 10 recorded sentences in which the same words are said with different tones (such as joking, annoyed, surprised, or serious), the student will name the message the tone signals (such as joking, upset, asking, or serious) and tell what the speaker likely means independently with at least 80% accuracy on recorded sentences interpreted, on 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
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 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
- 40% accuracy.
- Annual goal485 characters
- By the annual IEP review date, given 10 recorded sentences in which the same words are said with different tones (such as joking, annoyed, surprised, or serious), the student will name the message the tone signals (such as joking, upset, asking, or serious) and tell what the speaker likely means independently with at least 80% accuracy on recorded sentences interpreted, on 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 recorded sentences in which the same words are said with different tones (such as joking, annoyed, surprised, or serious)
- Behavior
- The student will name the message the tone signals (such as joking, upset, asking, or serious) and tell what the speaker likely means independently
- Criteria
- With at least 80% accuracy on recorded sentences interpreted, on 3 of 4 consecutive biweekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
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 recorded sentences interpreted
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 recorded sentences in which the same words are said with different tones (such as joking, annoyed, surprised, or serious), the student will name the message the tone signals (such as joking, upset, asking, or serious) and tell what the speaker likely means independently with at least 80% accuracy on recorded sentences interpreted, on 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
| 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.