Find the object that is used for a stated purpose
When to use this goal
For students who find objects by name but not by what they are for ("Which one do you eat with?"), which supports word meaning beyond labels. Base the choice on the SLP's assessment. The expressive version is sl-sem-004.
- Baseline
- Probe 20 common functions in a field of four with distractors from the same category (a fork, spoon, cup, and plate for "eat with"). Record correct, wrong, and no response. Confirm the student identifies the items by name first.
- Tips
- Score correct when the student selects an object that genuinely fits the function on the first try; if two items in the field fit, accept either and change the field. Keep the field at four with related distractors so the choice depends on function. Use untrained items for probes.
- Limits
- Function questions rely on the student's experience with the objects; unfamiliar tools lower scores for reasons unrelated to language. The task measures recognition, not the ability to explain function.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-008.
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Goal
By the annual IEP review date, given a field of four objects or pictures and asked "Which one do you ___ with?" for 10 functions, the student will select the object that matches the stated function independently with at least 85% accuracy on function questions, 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 goal386 characters
- By the annual IEP review date, given a field of four objects or pictures and asked "Which one do you ___ with?" for 10 functions, the student will select the object that matches the stated function independently with at least 85% accuracy on function questions, 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 four objects or pictures and asked "Which one do you ___ with?" for 10 functions
- Behavior
- The student will select the object that matches the stated function independently
- Criteria
- With at least 85% accuracy on function questions, 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 function questions
- 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 four objects or pictures and asked "Which one do you ___ with?" for 10 functions, the student will select the object that matches the stated function independently with at least 85% accuracy on function questions, 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.