Show spatial concepts such as in, on, under, and between
When to use this goal
For young students who do not respond to position words in directions and play, which affects nearly every classroom instruction. Base the choice on a basic concepts assessment. For directions that combine concepts and steps, see sl-rec-001.
- Baseline
- Probe each position word three or more times with objects and record which are known; in, on, and under usually come before between, behind, and in front of. Use neutral objects so no position is more likely. Check the home language, since position words may be known there.
- Tips
- List the concept words included in the condition. Score correct when the placement or selection matches the word on the first try, with no gesture or glance from the adult. Score only the concept word, not other parts of the direction. Teach a few words at a time and probe untaught words occasionally to check generalization.
- Limits
- Placement tasks also require motor planning and attention; use pointing for students with motor needs. Some words (in front of, behind) depend on the object's orientation, which makes items ambiguous; use objects with a clear front.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-012.
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Goal
By the annual IEP review date, given an object and a container or surface and asked to place the object using a position word (in, on, under, next to, behind, in front of, between) for 10 items, the student will place the object or themselves in the stated position independently with at least 85% accuracy on spatial concept items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 35% 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
- 35% accuracy.
- Annual goal457 characters
- By the annual IEP review date, given an object and a container or surface and asked to place the object using a position word (in, on, under, next to, behind, in front of, between) for 10 items, the student will place the object or themselves in the stated position independently with at least 85% accuracy on spatial concept 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 an object and a container or surface and asked to place the object using a position word (in, on, under, next to, behind, in front of, between) for 10 items
- Behavior
- The student will place the object or themselves in the stated position independently
- Criteria
- With at least 85% accuracy on spatial concept 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 spatial concept 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 an object and a container or surface and asked to place the object using a position word (in, on, under, next to, behind, in front of, between) for 10 items, the student will place the object or themselves in the stated position independently with at least 85% accuracy on spatial concept 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.