Combine two symbols into a message on the device
When to use this goal
For students who use many single symbols and are ready to combine them ("go car", "more music", "not that", "you turn"). Base the choice on a device language sample and the SLP's evaluation. Comparable to the two-word stage in spoken language.
- Baseline
- Export or record the device's message history for two or three activities and count spontaneous two-symbol messages. Note which combinations the student already makes and which words appear most. Confirm the student has 30 or more single symbols in use; combinations rarely emerge before that.
- Tips
- Count a combination when two symbols are selected as one message (before the student clears or the partner responds) and it is not an immediate imitation. Message history on many devices makes counting easier but still needs context notes. Model combinations constantly; the student's combinations will mirror the adults' models.
- Limits
- Counts depend on modeling and activity. Device message logs do not show who pressed the buttons, so observation is still needed. The template does not measure grammatical structure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-006.
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Goal
By the annual IEP review date, during a 20-minute play or classroom activity with the device present and adults modeling two-symbol messages, the student will produce a two-symbol message (such as a core word plus a noun or two core words) that fits the situation independently at least 6 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Baseline: 1 times per 20-minute activity.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 AAC & Augmentative Communication.
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 - AAC & Augmentative Communication
- Baseline
- 1 times per 20-minute activity.
- Annual goal413 characters
- By the annual IEP review date, during a 20-minute play or classroom activity with the device present and adults modeling two-symbol messages, the student will produce a two-symbol message (such as a core word plus a noun or two core words) that fits the situation independently at least 6 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute play or classroom activity with the device present and adults modeling two-symbol messages
- Behavior
- The student will produce a two-symbol message (such as a core word plus a noun or two core words) that fits the situation independently
- Criteria
- At least 6 times per 20-minute activity, across 3 consecutive weekly observations
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 6 times per 20-minute activity
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute play or classroom activity with the device present and adults modeling two-symbol messages, the student will produce a two-symbol message (such as a core word plus a noun or two core words) that fits the situation independently at least 6 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute activity.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.