Requesting and commenting goals for speech therapy

Requesting is usually the first thing a student learns to communicate, because it pays off right away: ask for the bubbles, get the bubbles. That is why it should come first. The trouble starts when it is the only thing the student learns. A child who can request 40 items but never says "look!" or "uh oh" or "big truck" has a narrow way to connect with people.

These 16 goals cover requesting (items, actions, help, breaks and information) and commenting (sharing what the student notices, with adults and with peers). Each has a condition, a baseline, a criterion and a template link. Numbers are illustrations. For students just starting to communicate, also see speech therapy goals for nonverbal autism. The speech therapy IEP goals pillar covers every other area.

Requesting and commenting: what each one is

SLPs and BCBAs often use different words for the same skills. If both work with the student, agree on one goal and one definition. The ABA goals vs IEP goals page covers how the two fit together.

Counting by function

Mark every message by what it does, not just that it happened. A session with 20 messages that are all requests for one toy shows a different student from one with 12 requests, 5 comments and 3 protests.

• R: request (item, action, help, break, information)
• C: comment (shares attention; directed to a partner by turning toward them, touching them, saying their name or using the device's voice)
• P: protest or refusal

Do not require eye contact for a comment. Many autistic students share attention without it.^[1] Count the message as directed if the partner is clearly the audience.

How to choose the right goal

First requests in any mode

1. During snack with 10 preferred items in view but out of reach, Kai will reach toward or touch the item he wants and look at, touch or vocalize to the adult in 8 of 10 opportunities across 3 sessions. Baseline: 3 of 10; cried in the rest. Template.
2. When offered 2 snacks, Lila will point to choose one in 8 of 10 opportunities across 3 days. Baseline: 2 of 10; grabbed both. Template.
3. When a preferred item is out of reach, Ben will hand a picture to a partner to request it in 8 of 10 opportunities across 3 sessions. Baseline: 1 of 10. Template.
4. During preferred activities, Nia will request a wanted item or activity with a word, sign, picture or symbol in 8 of 10 opportunities across 2 weeks. Baseline: 2 of 10. Template.

Weak: "Kai will request preferred items." Measurable: The first goal in this section. It names the set-up, what counts as a request and a denominator.

Requesting actions, help and breaks

1. During play with toys that need an adult (wind-up toys, bubbles, swings), Sam will request an action such as go, open or push in 8 of 10 opportunities across 3 sessions. Baseline: 2 of 10. Template.
2. When a container is too hard to open or a toy is stuck, Ava will use a sign, word or picture for help in 4 of 5 opportunities across 2 weeks. Baseline: 1 of 5; dropped the item. Template.
3. When a task is hard or the setting is loud, Leo will use a symbol to say no, stop or break instead of hitting or leaving, in 4 of 5 opportunities across 4 weeks. Baseline: used the symbol in 1 of 5. Template.
4. When stuck during independent work, Marcus will make a help request that names the problem ("I don't get number 3") in 4 of 5 opportunities. Baseline: said "I can't" or waited. Template.

A request for a break that replaces challenging behavior is often written with the behavior team. The functional communication training goals page covers that approach. Honor the request every time while the skill is new.

Weak: "Leo will stop hitting when frustrated." Measurable: The third goal in this section. It names the replacement request and counts it.

Requesting information

1. During play and routines, Omar will ask a question with his device (where, what, who) at least 3 times per 20-minute session across 3 sessions. Baseline: 0. Template.
2. When a needed item is missing from an activity, Zoe will ask where it is or who has it in 4 of 5 opportunities across 3 sessions. Baseline: waited or left in 4 of 5. Template.

Planned "missing piece" activities, such as a puzzle with one piece held back, make good probes for these goals.

Weak: "Omar will ask questions." Measurable: The first goal in this section. It names the question types, the count and the session length.

Commenting

1. During play with an adult, Mia will comment on what is happening ("uh oh," "car fast," "big") at least 5 times per 15-minute session across 3 sessions. Baseline: 1 comment; 14 requests. Template.
2. During shared reading with partner modeling, Theo will comment on the book with the device ("funny," "big dog," "uh oh") at least 3 times per 10-minute book, across 3 books. Baseline: 0 comments. Template.
3. During center time, Ava will share a comment with a peer at least 2 times per 30-minute period on 3 of 4 days. Baseline: 0 comments to peers. Template.
4. During play with a peer, Nia will comment to the peer using her device at least 3 times per 20-minute period on 3 of 4 days. Baseline: 0 to 1. Template.
5. During shared book reading in a small group, Jonah will add a comment related to the page at least 2 times per book on 3 of 4 days. Baseline: 0 related comments. Template.
6. During play, Eli will request and comment using a familiar gestalt phrase that fits the moment ("Let's get out of here!" to end a game) at least 4 times per session across 3 sessions. Baseline: 1. Template.

Weak: "Mia will use more language in play." Measurable: The first goal in this section. It counts comments separately from requests, which the baseline shows were 1 to 14.

How to set up practice for requests and comments

Requests need a reason. Set up the routine so the student has something to ask for: items in view but out of reach, a clear jar that is hard to open, a toy with a missing battery, one bite of snack at a time. These set-ups create 10 opportunities in 10 minutes without drilling.

Comments need something worth sharing. Use surprise and silliness: a toy that falls over, a hat on the wrong head, a book with a funny page. Then model a comment ("uh oh!") and wait. If the student uses AAC, model on the device. The aided language modeling page shows how. AAC can support every function, not just requesting.^[2]

How to measure requesting and commenting goals

• Opportunities for set-up requests: the opportunity trial data sheet, 10 chances per probe.
• Frequency for comments and questions: the frequency data sheet, with columns for R, C and P.
• Spontaneous vs prompted: code every message. The AAC data collection page explains the codes, which work for speech and signs too.

Report the balance at progress reports: "Mia used 12 requests and 5 comments per 15 minutes, up from 14 requests and 1 comment."

Adapting by age and setting

Goal templates for every stage are in the speech language IEP goals library, and goals for the SLP role groups them by provider. Check each draft in the goal checker.

Frequently asked questions

Use it in IEP Atlas

• Speech language IEP goals
• Early communication goals (speech language)
• Goals for the SLP role
• Opportunity trial data sheet
• IEP goal checker

Related guides

• Speech therapy IEP goals: examples by area
• Speech therapy goals for nonverbal autistic students
• Functional communication training goals
• AAC goals examples
• Speech therapy goals for autism
• Language goals examples for speech therapy
• Vocabulary goals for speech therapy

Sources

1. Autism and Autism Spectrum Disorder, ASHA
2. Augmentative and Alternative Communication (AAC), ASHA

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.