Answer questions about an object's attributes
When to use this goal
For young students who can name objects but cannot answer questions about their color, size, shape, parts, or what they are made of. Base the choice on the SLP's assessment. For spontaneous describing with several attributes, see sl-exp-003.
- Baseline
- Probe 5 questions of each attribute type (color, size, shape, parts, material or texture) and record accuracy by type; size and material words are usually later than color. Check that the student can point to "the big one" before targeting the word expressively.
- Tips
- Score correct when the answer gives an accurate attribute of the type asked ("round" for shape); a different attribute type ("red" when asked about shape) is incorrect and worth recording. Accept any mode. Keep the set of attribute types fixed for the goal and list them in the condition.
- Limits
- Answering single questions does not show that the student uses attributes to describe or compare on their own. Attribute words are limited by the student's experience with materials and textures, so teach before probing new types.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-010.
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Goal
By the annual IEP review date, given 10 familiar objects or pictures and asked one attribute question about each (such as "What color is it?", "Is it big or little?", "What parts does it have?"), the student will answer each attribute question with an accurate attribute word independently with at least 80% accuracy on attribute questions, 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 goal465 characters
- By the annual IEP review date, given 10 familiar objects or pictures and asked one attribute question about each (such as "What color is it?", "Is it big or little?", "What parts does it have?"), the student will answer each attribute question with an accurate attribute word independently with at least 80% accuracy on attribute 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 familiar objects or pictures and asked one attribute question about each (such as "What color is it?", "Is it big or little?", "What parts does it have?")
- Behavior
- The student will answer each attribute question with an accurate attribute word independently
- Criteria
- With at least 80% accuracy on attribute questions, 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 attribute 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 familiar objects or pictures and asked one attribute question about each (such as "What color is it?", "Is it big or little?", "What parts does it have?"), the student will answer each attribute question with an accurate attribute word independently with at least 80% accuracy on attribute 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.