IEP goals for asking questions

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

An asking questions IEP goal names the situation that calls for a question, the type of question and a criterion counted in opportunities. Example: when a needed item is missing, Kai will ask a where or what question to find it in 4 of 5 set-up opportunities, up from 0 of 5. Count real chances to ask, not drills.

Answering questions gets most of the attention in speech goals. Asking them is the skill that lets a student get information, help and friends without waiting for an adult to notice. A student who sits with no scissors for 10 minutes, or nods along to a direction they did not understand, needs a goal for asking.

What this page adds: a decision table by the reason for asking, 24 goals across six question purposes, a weak and measurable pair per section, and set-ups that create real chances to ask in a 30-minute session. Numbers are illustrations, not norms. For answering who, what, where, when, why and how, see WH questions IEP goals. The speech therapy IEP goals pillar covers every other area.

How to choose an asking questions goal

Start with why the student needs to ask. Then decide whether the barrier is knowing when to ask, knowing how to form the question, or feeling safe enough to ask. Asking questions sits across pragmatics and grammar, so the goal may belong to either area.^[1]

What you see	Sub-skill to target	Measurement method
Waits or cries when something is missing	Asking for missing information	Set-up opportunities out of 5
Asks, but with word order errors ("Where my bag is?")	Question grammar	Questions correct out of 10
Nods along to unclear directions	Asking for help and clarification	Opportunities out of 5
Never asks during lessons, even when lost	Asking in class	Questions per lesson; opportunities
Talks about own topic, never asks about the partner	Asking partner questions	Questions per conversation
Device user only answers	Asking with AAC and in the community	Opportunities in routines

For students with selective mutism, asking is often the last step. Follow the plan in speech therapy goals for selective mutism before writing a spoken asking goal.

Asking for missing information

Set up the need. Hand out paper with no crayons, hide a needed puzzle piece, or start a game with a missing part.

When a needed item is missing, Kai will ask a where or what question to find it in 4 of 5 set-up opportunities across 3 sessions. Baseline: 0 of 5. Template.
During a barrier game, Kai will ask a question to find out where a peer placed an item in 7 of 10 turns across 2 sessions. Baseline: 2 of 10. Template.
When information is missing from a task (no scissors, no page number), Rosa will ask a question to get it in 4 of 5 opportunities across 3 weeks. Baseline: 1 of 5. Template.
During a "guess what's in the bag" game, Rosa will ask 3 different yes or no or WH questions before guessing in 4 of 5 rounds. Baseline: 1 question per round. Template.

Weak: "Kai will ask questions." Measurable: Goal 1. It names the situation and counts set-up opportunities.

Question grammar

Given 10 picture prompts, Leo will ask a yes or no question with the verb moved to the front ("Is he sleeping?") in 8 of 10 across 3 sessions. Baseline: 3 of 10, says "He is sleeping?" Template.
When asking a WH question in therapy or class, Leo will use correct word order ("Where is my folder?") in 8 of 10 questions across 3 sessions. Baseline: 4 of 10. Template.
Given 10 prompts, Hana will ask questions with do or did ("Did you eat lunch?") in 8 of 10 across 2 probes. Baseline: 2 of 10. Template.
In a 10-minute interview game, Hana will ask 5 grammatically correct questions of a partner in 4 of 5 sessions. Baseline: 1 correct question. Template.

Weak: "Leo will ask questions in complete sentences." Measurable: Goal 2. It names the form and counts questions out of 10.

Asking for help and clarification

When a direction is unclear or was not heard, Mia will ask for a repeat or clarification ("Can you say that again?") in 4 of 5 opportunities across 3 weeks. Baseline: 0 of 5. Template.
When a speaker uses an unfamiliar word or vague direction, Mia will ask a specific clarifying question ("Which page?") in 4 of 5 opportunities across 2 weeks. Baseline: 1 of 5. Template.
When stuck on an assignment for 2 minutes, Ethan will ask the teacher a question that names the hard part in 4 of 5 opportunities across 3 weeks. Baseline: 1 of 5. Template.
When he has a problem (broken pencil, lost item), Ethan will describe it and ask for help so an adult can act in 4 of 5 opportunities. Baseline: 1 of 5. Template.

Weak: "Mia will ask for help when needed." Measurable: Goal 1. "When needed" becomes defined opportunities.

Asking in class

During whole-class instruction, Priya will ask at least one content question per lesson in 3 of 4 observed lessons across 3 weeks. Baseline: 0 of 4. Template.
After a mini-lesson, Priya will ask a question to get what she needs for the assignment in 4 of 5 lessons. Baseline: 1 of 5. Template.
During small-group tutoring, Jamal will ask a question when he does not understand in 4 of 5 sessions across 3 weeks. Baseline: 1 of 5. Template.
During a read-aloud, Jamal will ask one wondering question about the story ("Why did she leave?") in 3 of 4 read-alouds. Baseline: 0 of 4. Template.

Weak: "Priya will participate more in class." Measurable: Goal 1. It counts one specific behavior per lesson.

Asking partner questions

During a 5-minute conversation with a peer, Noah will ask 2 questions about the partner's interests across 3 of 4 conversations. Baseline: 0. Template.
After a classmate shares news, Noah will ask a related question in 4 of 5 sharing times. Baseline: 1 of 5. Template.
When meeting a new peer, Grace will ask questions to find a shared interest in 3 of 4 opportunities across a semester. Baseline: 0 of 4. Template.
During lunch with a peer group, Grace will ask a follow-up question about a peer's topic in 4 of 5 lunch observations. Baseline: 1 of 5. Template.

Weak: "Noah will show interest in others." Measurable: Goal 1. Interest cannot be measured; questions can.

These goals are about curiosity and connection, not about performing interest the student does not feel. Let the student choose peers and topics. Many students do best asking about a shared interest.

Asking with AAC and in the community

With aided modeling during play, Zoe will ask a question on her device (where, who, what, can I) in 6 of 10 opportunities across 3 weeks. Baseline: 0 of 10. Template.
When an item is missing, Zoe will use her device to ask where or who to find it in 4 of 5 opportunities. Baseline: 0 of 5. Template.
During a community outing, Liam will ask a store employee where an item is and act on the answer in 3 of 4 outings. Baseline: 0 of 4. Template.
At a job site, Liam will ask a supervisor or coworker a work question when unsure of the next step in 4 of 5 shifts. Baseline: 1 of 5. Template.

Weak: "Zoe will use her device to ask questions when prompted." Measurable: Goal 1. Prompted questions do not show initiation; opportunities do.

Set-ups that create chances to ask

Missing items. Give a coloring page without crayons, a cup without juice, a puzzle with a missing piece.
Barrier games. The student cannot see the partner's picture and must ask to match it.
Mystery bag. The student asks questions to guess what is inside.
Interview day. The student interviews a staff member using a list of 5 questions they wrote.
Unclear directions on purpose. Say "Get the thing from over there" and wait for a clarifying question.
Wondering wall. During read-alouds, the student adds one "I wonder" question.

Wait at least 10 seconds before any prompt. Many students need time to notice the need and plan the question.

How to measure asking questions goals

Most asking goals use opportunities data: list each set-up or natural chance, then mark whether the student asked. Record on the opportunity data sheet and note the prompt level for each. For grammar goals, score percent accuracy out of 10 questions. Count only questions the student starts; questions after "Ask me where" are prompted. Probe every 2 to 3 weeks.^[2]

Short-term objectives for asking goals

For Mia's clarification goal: by the first report, 2 of 5 with a visual "Say it again" card on the desk; by the second, 3 of 5 with the card; by the third, 4 of 5 without the card, including one general education class. The short-term objectives guide shows the format.

Adapting by grade and profile

Grade or profile	Typical focus	Example change
Preschool	Where and what for missing items	Set-ups in play and snack
K to 2	Question grammar; asking for help	Barrier games and classroom routines
Grades 3 to 5	Clarifying and class questions	Lessons and small groups
Middle and high school	Questions to teachers, peers and employers	Class, job sites and community
AAC user	Question words on the device	Aided modeling with missing items
Selective mutism	Non-spoken asking first	Help card or written question

For yes and no questions specifically, see yes and no question goals. Related conversation goals are in conversation skills activities. The WH questions topic and the WH questions glossary entry have more. The goal checker flags goals with no criterion.

Frequently asked questions

How do I create opportunities for a student to ask questions?

Set up a need. Leave out a needed item, play a barrier game, or give an unclear direction on purpose. Wait at least 10 seconds before prompting, and count only questions the student starts.

Should asking questions be a grammar goal or a pragmatic goal?

It depends on the barrier. If the student asks but with word order errors, write a grammar goal. If the student does not ask at all when they need information, write a pragmatic or social communication goal.

Does a question asked on an AAC device count?

Yes. A question on a device, in sign or with a help card counts. Name the mode in the goal so the data stay consistent, and model question words on the device during real routines.

Use it in IEP Atlas

Sources

Social Communication Disorder, ASHA
Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.