Point to answers for who and where questions
When to use this goal
For young students whose spoken answers are limited, so their understanding of question words is hard to see. Pointing to the person, place, or thing in a picture shows whether the student knows what each question word asks for. Base the choice on the SLP's assessment.
- Baseline
- Ask 10 questions mixing who, what, and where, about scenes with several people and places, and record each point. Note whether the student points to the last-named thing or the most interesting part of the picture, which suggests the question word is not yet driving the choice.
- Tips
- Score correct when the point matches both the question word and the scene. Keep scenes busy enough that the answer is a choice, not the only thing pictured. Avoid looking at or gesturing toward the answer while asking. For spoken answers, see sl-exp-007.
- Limits
- Pointing tasks have chance success, especially with small scenes; use scenes with at least four possible answers once the student is accurate. The goal does not cover when, why, or how questions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-028.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 picture scenes and asked who or where questions (such as "Who is sleeping?" or "Where is the ball?"), the student will point to the person, thing, or place in the picture that answers the question independently with at least 80% accuracy on who, what, and where questions answered by pointing, 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 goal458 characters
- By the annual IEP review date, given 10 picture scenes and asked who or where questions (such as "Who is sleeping?" or "Where is the ball?"), the student will point to the person, thing, or place in the picture that answers the question independently with at least 80% accuracy on who, what, and where questions answered by pointing, 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 picture scenes and asked who or where questions (such as "Who is sleeping?" or "Where is the ball?")
- Behavior
- The student will point to the person, thing, or place in the picture that answers the question independently
- Criteria
- With at least 80% accuracy on who, what, and where questions answered by pointing, 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 80% accuracy on who, what, and where questions answered by pointing
- 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 picture scenes and asked who or where questions (such as "Who is sleeping?" or "Where is the ball?"), the student will point to the person, thing, or place in the picture that answers the question independently with at least 80% accuracy on who, what, and where questions answered by pointing, 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.