Combine three words on the device
When to use this goal
For students who combine two symbols often (sl-aac-006) and are ready for messages with an agent, action, and object or with a describing word ("you turn it", "I want big one"). Base the choice on a communication sample showing frequent two-word messages, not grade.
- Baseline
- Tally one-, two-, and three-word messages during two 20-minute activities. Note which word types the student combines (action plus object, describing word plus object). The device's usage log, if available, can show combinations across the day.
- Tips
- Tally each spontaneous or partner-prompted message of three or more words; imitated messages are tallied separately. Grammatical form ("want big one" vs "I want the big one") does not matter at this level; meaning and combination do. Partners model one step above the student's current length.
- Limits
- Counts depend on how talkative the activity is, so keep activity types similar. Length is not quality; also check the variety of words used (sl-aac-042).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-034.
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Goal
By the annual IEP review date, during a 20-minute play, cooking, or art activity in which partners model three-word messages on the device, the student will combine three or more words on the device into one message (such as "you go fast" or "I want red") independently at least 10 times per 20-minute activity, on 3 of 4 consecutive observed days, as measured by frequency recording collected twice weekly.
Baseline: 2 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
- 2 times per 20-minute activity.
- Annual goal407 characters
- By the annual IEP review date, during a 20-minute play, cooking, or art activity in which partners model three-word messages on the device, the student will combine three or more words on the device into one message (such as "you go fast" or "I want red") independently at least 10 times per 20-minute activity, on 3 of 4 consecutive observed days, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute play, cooking, or art activity in which partners model three-word messages on the device
- Behavior
- The student will combine three or more words on the device into one message (such as "you go fast" or "I want red") independently
- Criteria
- At least 10 times per 20-minute activity, on 3 of 4 consecutive observed days
- Evaluation method
- Frequency recording
- Schedule
- Twice 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 10 times per 20-minute activity
- Mastery rule:
- on 3 of 4 consecutive observed days
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute play, cooking, or art activity in which partners model three-word messages on the device, the student will combine three or more words on the device into one message (such as "you go fast" or "I want red") independently at least 10 times per 20-minute activity, on 3 of 4 consecutive observed days, as measured by frequency recording collected twice 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.