Ask what and where questions in play
When to use this goal
For preschool students who answer questions and make requests but rarely ask questions of their own. Early questions start as a question word plus a noun ("Where ball?") or rising intonation on a phrase. Base the choice on a play-based language sample.
- Baseline
- Set up 10 hidden-item moments across two sessions and note whether the student asks, reaches, points, or waits. Record the exact form of any question. Questions in the home language or by sign count.
- Tips
- Each hidden-item moment is one opportunity. Any question form that seeks information counts at this level; adult-like word order is not required ("Where the car go?" counts). Reveal the item only after the question so asking has a payoff. Teach families the hiding game for home.
- Limits
- Hidden-item games pull for questions; spontaneous questions in daily routines are a later check. Grammatical question formation is a later goal (sl-syn-016, sl-syn-017).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-042.
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Goal
By the annual IEP review date, during a 10-minute hiding game in which toys are hidden in boxes or under cloths, the student will ask a what or where question (such as "What's that?" or "Where the car go?") to find out something independently in at least 7 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 1 of 10 opportunities.
- 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. Opportunities 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 opportunities 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
- 1 of 10 opportunities.
- Annual goal402 characters
- By the annual IEP review date, during a 10-minute hiding game in which toys are hidden in boxes or under cloths, the student will ask a what or where question (such as "What's that?" or "Where the car go?") to find out something independently in at least 7 of 10 opportunities, 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
- During a 10-minute hiding game in which toys are hidden in boxes or under cloths
- Behavior
- The student will ask a what or where question (such as "What's that?" or "Where the car go?") to find out something independently
- Criteria
- In at least 7 of 10 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 7 of 10 opportunities
- 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, during a 10-minute hiding game in which toys are hidden in boxes or under cloths, the student will ask a what or where question (such as "What's that?" or "Where the car go?") to find out something independently in at least 7 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.