Use rising and falling intonation to mark questions and statements
When to use this goal
For students who speak in a flat or unusual melody so that listeners cannot tell questions from statements or miss the emphasis. Base the choice on the SLP's evaluation of prosody. For students with hearing differences, coordinate with the audiologist.
- Baseline
- Record 20 mixed sentences and rate each for the target contour. Have a second listener judge from the recording whether each item was a question or a statement without seeing the text; that is the functional test. Note whether the student can hear the contrast in the SLP's speech first.
- Tips
- Score correct when the contour matches the sentence type clearly enough that a listener could tell them apart. Yes/no questions rise; wh- questions and statements usually fall, so decide the rules in advance and keep them simple. Arrows on text are a strong scaffold; fade them. Dialects vary in intonation, so do not score dialect patterns as errors.
- Limits
- Structured sentences do not show spontaneous prosody. Intonation is tied to meaning and emotion, which a drill does not capture; this template is a starting point. For students with hearing differences, audiology input shapes what is realistic.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-voi-016.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 20 written sentences, half questions and half statements, read aloud, the student will use rising intonation on yes/no questions and falling intonation on statements independently with at least 85% accuracy on sentences with the target intonation, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 45% 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 Voice.
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 - Voice
- Baseline
- 45% accuracy.
- Annual goal409 characters
- By the annual IEP review date, given 20 written sentences, half questions and half statements, read aloud, the student will use rising intonation on yes/no questions and falling intonation on statements independently with at least 85% accuracy on sentences with the target intonation, 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 written sentences, half questions and half statements, read aloud
- Behavior
- The student will use rising intonation on yes/no questions and falling intonation on statements independently
- Criteria
- With at least 85% accuracy on sentences with the target intonation, 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 85% accuracy on sentences with the target intonation
- 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 written sentences, half questions and half statements, read aloud, the student will use rising intonation on yes/no questions and falling intonation on statements independently with at least 85% accuracy on sentences with the target intonation, 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.