Tell what an object is used for
When to use this goal
For students who can name objects but cannot say what they are for, which is a building block for definitions and describing. Base the choice on the SLP's assessment. Confirm the student can pick the item by function (sl-rec-008) before or alongside this goal.
- Baseline
- Probe 20 common objects with pictures and 20 by spoken name only, because naming the function without a picture is harder. Record whether errors are gestures without words (which show the knowledge is there), wrong functions, or no response.
- Tips
- Score correct when the stated function is accurate and specific enough to distinguish the object from unrelated items ("a cup is for drinking" is correct; "you use it" is not). A gesture alone is recorded as a partial response. Accept any mode. Use everyday objects first, then classroom tools, then vocabulary from current units.
- Limits
- Function statements require some expressive language, so students with very limited output may show knowledge better on a receptive task. Common objects have obvious functions; the skill may not transfer to abstract vocabulary without further teaching.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-004.
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Goal
By the annual IEP review date, given 10 pictures or objects and asked "What do you do with it?", the student will state the main function of each object with a verb phrase (such as "you cut with it," "for writing") independently with at least 80% accuracy on object-function items, 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 goal406 characters
- By the annual IEP review date, given 10 pictures or objects and asked "What do you do with it?", the student will state the main function of each object with a verb phrase (such as "you cut with it," "for writing") independently with at least 80% accuracy on object-function items, 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 pictures or objects and asked "What do you do with it?"
- Behavior
- The student will state the main function of each object with a verb phrase (such as "you cut with it," "for writing") independently
- Criteria
- With at least 80% accuracy on object-function items, 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 object-function items
- 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 pictures or objects and asked "What do you do with it?", the student will state the main function of each object with a verb phrase (such as "you cut with it," "for writing") independently with at least 80% accuracy on object-function items, 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.