Name pictures and objects of common nouns
When to use this goal
For young students whose expressive vocabulary is small for their age and who often point, gesture, or use a general word ("that") instead of a name. Use a vocabulary assessment and a parent or teacher word inventory to decide which word sets to teach.
- Baseline
- Probe 40 or more pictures across several categories and record correct names, related words ("dog" for "cat"), gestures, and no response. Check receptive knowledge of the same words (sl-rec-006) so the team knows whether the gap is retrieval or vocabulary. Ask the family which words the child uses at home and in their home language.
- Tips
- Score a response correct when the word identifies the item, in any mode; a correct sign or device selection counts. Record the error type so the SLP can see whether the student is reaching for related words. Use untrained probe pictures for data and keep the taught set separate. For students learning English, probe in both languages where possible and count a correct name in either as known vocabulary for present levels.
- Limits
- Picture naming depends on the clarity of the picture and the student's experience with the item. A high score on familiar sets does not show that the student uses the words in conversation. This goal does not measure word combinations or grammar.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-001.
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Goal
By the annual IEP review date, given 20 pictures or objects from familiar categories (such as food, clothing, animals, classroom items) and asked "What is this?", the student will name each item with the correct word using speech, sign, or a communication device independently with at least 80% accuracy on pictures or objects named, 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 Vocabulary & Semantics.
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 - Vocabulary & Semantics
- Baseline
- 35% accuracy.
- Annual goal458 characters
- By the annual IEP review date, given 20 pictures or objects from familiar categories (such as food, clothing, animals, classroom items) and asked "What is this?", the student will name each item with the correct word using speech, sign, or a communication device independently with at least 80% accuracy on pictures or objects named, 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 20 pictures or objects from familiar categories (such as food, clothing, animals, classroom items) and asked "What is this?"
- Behavior
- The student will name each item with the correct word using speech, sign, or a communication device independently
- Criteria
- With at least 80% accuracy on pictures or objects named, 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 pictures or objects named
- 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 20 pictures or objects from familiar categories (such as food, clothing, animals, classroom items) and asked "What is this?", the student will name each item with the correct word using speech, sign, or a communication device independently with at least 80% accuracy on pictures or objects named, 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.