Find the item that goes with a named item
When to use this goal
For students who know individual words but not how they connect (sock and shoe, toothbrush and toothpaste), which slows vocabulary growth. Base the choice on the SLP's assessment. The expressive version is sl-sem-005.
- Baseline
- Probe 20 everyday associations in a field of four and record errors; distractors should be familiar but unrelated. Note whether the student can explain the link when asked, which decides whether an expressive goal is also needed.
- Tips
- Score correct when the selected item has a clear everyday link to the named item; if a distractor also fits, accept it and fix the item. Keep the field size constant. Use pictures of objects the student has experienced; associations are learned through experience.
- Limits
- Associations vary with culture and home routines, so some items will not fit every student. A field of four allows guessing at 25%. The goal measures recognition only.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-010.
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Goal
By the annual IEP review date, given a field of four pictures and a spoken word, and asked which one goes with it, for 10 items, the student will select the picture that is commonly associated with the named item independently with at least 85% accuracy on association 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 goal400 characters
- By the annual IEP review date, given a field of four pictures and a spoken word, and asked which one goes with it, for 10 items, the student will select the picture that is commonly associated with the named item independently with at least 85% accuracy on association 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 four pictures and a spoken word, and asked which one goes with it, for 10 items
- Behavior
- The student will select the picture that is commonly associated with the named item independently
- Criteria
- With at least 85% accuracy on association 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 association 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 four pictures and a spoken word, and asked which one goes with it, for 10 items, the student will select the picture that is commonly associated with the named item independently with at least 85% accuracy on association 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.