Name the action in pictures and play
When to use this goal
For students who know many nouns but few verbs, which limits their ability to combine words into sentences. Base the choice on a language sample showing few different verbs and the SLP's assessment.
- Baseline
- Probe 30 or more common verbs in pictures and in live demonstration, since some children name actions they see performed before they name them in pictures. Count the different verbs in a 10-minute play sample for present levels. Note general verbs the student relies on ("do," "go," "make").
- Tips
- Score correct when the verb names the action shown, in any mode and without requiring the -ing ending (score "jump" and "jumping" as correct; grammatical endings are targeted in sl-syn-003). A noun in place of a verb ("ball" for "throwing") is incorrect. Use pictures with clear single actions for probes and keep the question wording constant.
- Limits
- Verb naming in pictures is easier than using verbs in sentences; check with a language sample. Some actions are hard to picture clearly, which lowers scores for reasons unrelated to vocabulary. The goal does not measure verb tense.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-003.
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Goal
By the annual IEP review date, given 20 action pictures and asked "What is he/she doing?", the student will name the action with a verb (such as eating, jumping, pouring) using speech, sign, or a communication device independently with at least 80% accuracy on action pictures or demonstrated actions, 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 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
- 30% accuracy.
- Annual goal426 characters
- By the annual IEP review date, given 20 action pictures and asked "What is he/she doing?", the student will name the action with a verb (such as eating, jumping, pouring) using speech, sign, or a communication device independently with at least 80% accuracy on action pictures or demonstrated actions, 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 action pictures and asked "What is he/she doing?"
- Behavior
- The student will name the action with a verb (such as eating, jumping, pouring) using speech, sign, or a communication device independently
- Criteria
- With at least 80% accuracy on action pictures or demonstrated actions, 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 action pictures or demonstrated actions
- 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 action pictures and asked "What is he/she doing?", the student will name the action with a verb (such as eating, jumping, pouring) using speech, sign, or a communication device independently with at least 80% accuracy on action pictures or demonstrated actions, 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.