Infer causes and feelings from short scenarios
When to use this goal
For students who answer questions about facts that were said but not about what must be true ("Sam's coat was dripping. What was the weather?"). Short spoken scenarios isolate the inference from long passages. Base the choice on the SLP's assessment; longer heard passages are in sl-lis-012.
- Baseline
- Give 10 scenarios with and without picture choices on different days. Note whether wrong answers repeat a stated fact (a sign the student is not yet inferring) or are reasonable but different (often fine). Check vocabulary in the scenarios.
- Tips
- Score correct when the answer is supported by the scenario; accept any reasonable inference. Feeling inferences should come from the situation, not from imagined facial expressions. Use events from the student's daily life and avoid scenarios that depend on one culture's customs.
- Limits
- Background knowledge affects inferences. Short scenarios are easier than real speech, which has more noise and less focus. The goal does not measure inferences from written text.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-031.
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Goal
By the annual IEP review date, given 10 spoken scenarios of 2 to 3 sentences, each followed by an inference question about a cause or a feeling, the student will answer the inference question with an answer that the scenario supports but did not state independently with at least 80% accuracy on spoken inference questions, 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 goal448 characters
- By the annual IEP review date, given 10 spoken scenarios of 2 to 3 sentences, each followed by an inference question about a cause or a feeling, the student will answer the inference question with an answer that the scenario supports but did not state independently with at least 80% accuracy on spoken inference 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 10 spoken scenarios of 2 to 3 sentences, each followed by an inference question about a cause or a feeling
- Behavior
- The student will answer the inference question with an answer that the scenario supports but did not state independently
- Criteria
- With at least 80% accuracy on spoken inference questions, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on spoken inference 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 10 spoken scenarios of 2 to 3 sentences, each followed by an inference question about a cause or a feeling, the student will answer the inference question with an answer that the scenario supports but did not state independently with at least 80% accuracy on spoken inference 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.