Switch modes when a message is not working
When to use this goal
For multimodal communicators who stick with one mode even when it fails, such as repeating a word a partner cannot make out or searching the device for a word that is not there. Switching to sign, gesture, pointing, the device, a backup board, writing, or showing the item gets the message through. Base the choice on observation of breakdowns.
- Baseline
- Record five breakdowns and what the student did: switched modes, repeated the same way, gave up, or became upset. List all modes the student uses so partners know what to watch for.
- Tips
- Each breakdown is one opportunity, scored independent when the student switches modes without a prompt and the message gets through. All modes are equal; this goal is about persistence and flexibility, not about which mode wins. Pair with sl-aac-011 for repair within the device.
- Limits
- Planned breakdowns can be frustrating; keep them few and brief. Some partners interpret more than others; note who the partner is.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-052.
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Goal
By the annual IEP review date, when a partner cannot make out the student's spoken word, sign, or gesture during class or play, the student will switch to another communication mode (device, sign, gesture, pointing, backup board, or showing) to get the message across independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
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 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 of 5 opportunities.
- Annual goal465 characters
- By the annual IEP review date, when a partner cannot make out the student's spoken word, sign, or gesture during class or play, the student will switch to another communication mode (device, sign, gesture, pointing, backup board, or showing) to get the message across independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
- Timeframe
- By the annual IEP review date
- Condition
- When a partner cannot make out the student's spoken word, sign, or gesture during class or play
- Behavior
- The student will switch to another communication mode (device, sign, gesture, pointing, backup board, or showing) to get the message across independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and once weekly in class
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 therapy sessions
- Collection schedule:
- during each therapy session and once weekly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a partner cannot make out the student's spoken word, sign, or gesture during class or play, the student will switch to another communication mode (device, sign, gesture, pointing, backup board, or showing) to get the message across independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
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.