Follow one-step directions without a gesture
When to use this goal
For preschool students who follow directions only when the adult points or demonstrates, so the words alone are not yet enough. Base the choice on a hearing screening and observation. For multi-step classroom directions, see ef-dir templates.
- Baseline
- Give 10 directions with no gesture and 10 with a point, and compare; the gap shows how much the student relies on visual cues. Use directions with known objects and actions so the probe measures the direction, not vocabulary. Confirm hearing and gain the student's attention before each direction.
- Tips
- Score correct when the student completes the whole direction within 5 seconds with no repetition or gesture; the adult keeps hands still and eyes neutral. Say the student's name and wait for attention first; attention is not what is being scored. Use routine directions ("Get your coat") for classroom probes so the skill is useful.
- Limits
- Compliance and motivation affect results; a direction the child does not want to follow is not a good probe. Routine directions may be followed from context rather than language; mix in novel directions. Does not measure two-step directions (sl-rec-016).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-015.
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Goal
By the annual IEP review date, given 10 one-step spoken directions with familiar objects during play (such as "Give me the cup," "Put the bear in the box"), the student will carry out the direction within 5 seconds of hearing it independently with at least 85% accuracy on one-step directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal418 characters
- By the annual IEP review date, given 10 one-step spoken directions with familiar objects during play (such as "Give me the cup," "Put the bear in the box"), the student will carry out the direction within 5 seconds of hearing it independently with at least 85% accuracy on one-step directions, 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 10 one-step spoken directions with familiar objects during play (such as "Give me the cup," "Put the bear in the box")
- Behavior
- The student will carry out the direction within 5 seconds of hearing it independently
- Criteria
- With at least 85% accuracy on one-step directions, 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 one-step directions
- 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 10 one-step spoken directions with familiar objects during play (such as "Give me the cup," "Put the bear in the box"), the student will carry out the direction within 5 seconds of hearing it independently with at least 85% accuracy on one-step directions, 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.