Point to the named object or picture from a group
When to use this goal
For young students whose receptive vocabulary is small, shown by not finding named items in a book or a group of toys. Base the choice on a receptive vocabulary assessment and a hearing screening. Usually paired with an expressive labeling goal (sl-sem-001).
- Baseline
- Probe 30 or more common words across categories in a field of three and record correct, wrong item, and no response. Rule out hearing and attention first. Check the home language: probe in both languages if the family uses another language. Note whether the child looks at the item before touching another, which suggests the word is known but the response is unreliable.
- Tips
- Score correct when the child selects the named item on the first try without a gesture or glance toward it. Keep the field size fixed within the goal and state it in the condition; moving from a field of two to three to five is the progression. Use untrained items for probes. Accept eye gaze as a response for students with motor needs, with a defined gaze duration.
- Limits
- Pointing tasks depend on attention and on the clarity of the pictures. A correct selection in a small field may be a guess (33% in a field of three), so look at trends across sessions. The goal does not measure understanding of words in sentences.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-006.
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Goal
By the annual IEP review date, given a field of three familiar objects or pictures and asked "Show me the ___" for 10 items, the student will point to, touch, or hand over the named item independently with at least 85% accuracy on named items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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 Receptive 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 - Receptive Language
- Baseline
- 40% accuracy.
- Annual goal368 characters
- By the annual IEP review date, given a field of three familiar objects or pictures and asked "Show me the ___" for 10 items, the student will point to, touch, or hand over the named item independently with at least 85% accuracy on named items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given a field of three familiar objects or pictures and asked "Show me the ___" for 10 items
- Behavior
- The student will point, touch, or hand over the named item independently
- Criteria
- With at least 85% accuracy on named items, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 85% accuracy on named items
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a field of three familiar objects or pictures and asked "Show me the ___" for 10 items, the student will point to, touch, or hand over the named item independently with at least 85% accuracy on named items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.