Ask the speaker to repeat or rephrase when a message is missed
When to use this goal
For students who miss spoken messages (because of hearing, attention, processing speed, or noise) and respond by guessing, nodding, or doing nothing. Base the choice on input from the SLP or teacher of the deaf. Younger students may use a single phrase; older students can request a specific repair.
- Baseline
- Run 5 planned probes with hard-to-hear directions and record whether the student asks for a repeat, guesses, watches peers, or does nothing. Observe natural instruction for signs of missed messages (looking at peers, starting late, doing the wrong task) and note whether a request followed.
- Tips
- An opportunity is a message the team can verify was missed (planned probe, or the student starts the wrong task or asks a peer). Score correct when the student asks the speaker within 10 seconds, before copying a peer or starting the wrong task. Respond to every request by repeating or rephrasing without comment. Teach a range of repair phrases so the student can ask for what they actually need (slower, louder, written).
- Limits
- Missed messages are invisible unless the student does something observable afterward, so natural counts are low. Planned probes should stay brief and never embarrass the student. The goal does not fix access problems; equipment and seating belong in accommodations (see se-sa-008).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-007.
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Goal
By the annual IEP review date, when they do not hear or follow a spoken direction, question, or comment from an adult or peer, the student will ask the speaker to repeat or rephrase (such as "Can you say that again?", "What page?", "Can you write it?") using speech, sign, or their device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly through planned probes plus observed natural events.
Baseline: 1 of 5 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 Requesting Help.
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
- Social-Emotional & Communication - Requesting Help
- Baseline
- 1 of 5 opportunities.
- Annual goal502 characters
- By the annual IEP review date, when they do not hear or follow a spoken direction, question, or comment from an adult or peer, the student will ask the speaker to repeat or rephrase (such as "Can you say that again?", "What page?", "Can you write it?") using speech, sign, or their device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly through planned probes plus observed natural events.
- Timeframe
- By the annual IEP review date
- Condition
- When they do not hear or follow a spoken direction, question, or comment from an adult or peer
- Behavior
- The student will ask the speaker to repeat or rephrase (such as "Can you say that again?", "What page?", "Can you write it?") using speech, sign, or their device independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly through planned probes plus observed natural events
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- twice weekly through planned probes plus observed natural events
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they do not hear or follow a spoken direction, question, or comment from an adult or peer, the student will ask the speaker to repeat or rephrase (such as "Can you say that again?", "What page?", "Can you write it?") using speech, sign, or their device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly through planned probes plus observed natural events.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.