Ask wh- questions with correct word order
When to use this goal
For students who ask "What he is doing?" or "Where the dog go?" or who use only "what" for every question. Base the choice on a language sample. For understanding wh- questions, see sl-rec-002 and sl-rec-021.
- Baseline
- Elicit 20 questions across the wh- words and record both the question word chosen and the word order. Students often have who, what, and where before when, why, and how. Note whether errors are word-order only (which responds quickly to modeling) or wrong question words (which needs concept teaching).
- Tips
- Score a question correct when the wh- word is appropriate for the information sought and the auxiliary comes before the subject (except for subject questions such as "Who is running?", where no inversion is needed). Record which wh- words are used. Answer every question the student asks so questioning works as communication.
- Limits
- Wh- question production depends on understanding what each word asks for; a receptive goal may need to come first. Structured elicitation overestimates spontaneous asking. Some dialects do not invert in all contexts; confirm targets.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-017.
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Goal
By the annual IEP review date, given 10 picture scenes and asked to find out who, what, where, when, or why by asking a partner, the student will ask a wh- question with the question word first and the auxiliary before the subject (such as "What is she holding?", "Where did they go?") independently with at least 80% accuracy on wh- questions asked, 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 Grammar, Syntax & Morphology.
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 - Grammar, Syntax & Morphology
- Baseline
- 30% accuracy.
- Annual goal475 characters
- By the annual IEP review date, given 10 picture scenes and asked to find out who, what, where, when, or why by asking a partner, the student will ask a wh- question with the question word first and the auxiliary before the subject (such as "What is she holding?", "Where did they go?") independently with at least 80% accuracy on wh- questions asked, 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 picture scenes and asked to find out who, what, where, when, or why by asking a partner
- Behavior
- The student will ask a wh- question with the question word first and the auxiliary before the subject (such as "What is she holding?", "Where did they go?") independently
- Criteria
- With at least 80% accuracy on wh- questions asked, 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 wh- questions asked
- 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 picture scenes and asked to find out who, what, where, when, or why by asking a partner, the student will ask a wh- question with the question word first and the auxiliary before the subject (such as "What is she holding?", "Where did they go?") independently with at least 80% accuracy on wh- questions asked, 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.