Press a single switch to ask for more
When to use this goal
For young students with significant motor needs who are starting to use a single message switch or a recorded button in a real activity. The switch speaks a message ("more", "again", "go") and the activity continues because of it. Fit depends on access assessment with the OT and SLP, not age.
- Baseline
- With the OT, find a switch type and position the student can activate reliably. Record 10 pauses and whether the student pressed the switch, used another clear signal (vocalizing, reaching, moving), or did nothing. Other signals count as communication and should be honored even when they are not the target.
- Tips
- Each pause is one opportunity, scored independent when the student activates the switch within the wait without a physical prompt. Respond right away every time so the switch has power. Change the recorded message across activities ("again", "go", "my turn") so the switch is used for communication, not only for one game. Move on to two choices (sl-aac-022) once reliable.
- Limits
- Single-message switches carry one message; plan the move to more messages early. Motor access can vary daily with health and positioning. This goal does not show symbol understanding.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-031.
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Goal
By the annual IEP review date, during a song, bubble, or movement activity that pauses with a 10-second wait after each round, the student will activate the switch recorded with "more" to restart the activity independently within the 10-second wait in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session and twice weekly in the classroom.
Baseline: 2 of 10 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 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
- 2 of 10 opportunities.
- Annual goal434 characters
- By the annual IEP review date, during a song, bubble, or movement activity that pauses with a 10-second wait after each round, the student will activate the switch recorded with "more" to restart the activity independently within the 10-second wait in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session and twice weekly in the classroom.
- Timeframe
- By the annual IEP review date
- Condition
- During a song, bubble, or movement activity that pauses with a 10-second wait after each round
- Behavior
- The student will activate the switch recorded with "more" to restart the activity independently within the 10-second wait
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and twice weekly in the classroom
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- during each therapy session and twice weekly in the classroom
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a song, bubble, or movement activity that pauses with a 10-second wait after each round, the student will activate the switch recorded with "more" to restart the activity independently within the 10-second wait in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session and twice weekly in the classroom.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.