Explain what an indirect request is asking
When to use this goal
For students who respond to indirect requests or hints literally (answering "Yes" to "Can you close the door?" without acting, or missing that "It's cold in here" is a request). Base the choice on a scenario probe and teacher report.
- Baseline
- Probe 10 scenarios, half with conventional indirect requests ("Can you...?") and half with hints ("It's loud in here"). Students often handle conventional forms first.
- Tips
- Score correct when the student names the wanted action. Pair with sl-prag-045 for acting on indirect requests in class. Encourage adults to use direct requests for students who prefer them; both sides can adjust.
- Limits
- Scenario accuracy may not carry over to real time. Hints vary across cultures and families; use examples from the student's settings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-044.
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Goal
By the annual IEP review date, given 10 short spoken or written scenarios in which a speaker makes an indirect request or a hint, the student will explain what the speaker wants the listener to do independently with at least 80% accuracy on indirect requests explained, 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 goal382 characters
- By the annual IEP review date, given 10 short spoken or written scenarios in which a speaker makes an indirect request or a hint, the student will explain what the speaker wants the listener to do independently with at least 80% accuracy on indirect requests explained, 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 short spoken or written scenarios in which a speaker makes an indirect request or a hint
- Behavior
- The student will explain what the speaker wants the listener to do independently
- Criteria
- With at least 80% accuracy on indirect requests explained, 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 indirect requests explained
- 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 short spoken or written scenarios in which a speaker makes an indirect request or a hint, the student will explain what the speaker wants the listener to do independently with at least 80% accuracy on indirect requests explained, 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.