A student with a receptive-expressive language disorder has trouble with "wh-" questions. What is the most appropriate and measurable goal for their IEP?

The most appropriate and measurable goal for the student with a receptive-expressive language disorder focusing on "wh-" questions is asking six "wh-" questions with minimal cueing in two out of three tries. This goal strikes a balance between the need for support and the expectation of independence.

Setting the goal to require minimal cueing acknowledges that the student may still require some assistance while working on developing their language skills. It reflects a realistic and attainable expectation, particularly for a student experiencing difficulties with language comprehension and expression. By aiming for two out of three tries, it allows for a measurement of progress over time, showcasing improvement without setting an unreasonably high standard that may lead to frustration if not achieved.

Goals that require complete independence with 100% accuracy may not take into account the student's current level of functioning and can be demotivating. Therefore, minimal cueing is beneficial for fostering growth while still encouraging the student to strive for greater independence in their use of language.