Use a word modeled on the device
When to use this goal
For young students and beginning communicators whose partners model on the device during routines (pointing to symbols while talking). The goal measures whether the student then uses a modeled word to communicate during the same activity. Modeling is the input; no prerequisite skills are needed to start. Base the choice on the team's modeling plan.
- Baseline
- Pick 5 target words. During two routines with steady modeling, record for each target word whether the student used it at any point in the activity, in any way (device, sign, approximated word). Also record how many models the adult gave; fewer than 10 per activity is often the first thing to fix.
- Tips
- Each target word is one opportunity per activity, scored independent when the student uses it to communicate after the adult modeled it, without being asked to copy. Do not require imitation right after a model; that turns modeling into drilling. Exploring and babbling on the device count as learning and are welcome. Track adult models too, so the team can see whether input is enough.
- Limits
- Use depends heavily on how much partners model; low use may reflect low input. The goal does not show symbol knowledge in other activities.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-056.
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Goal
By the annual IEP review date, during a 15-minute play, snack, or song routine in which an adult models at least 10 times on the student's device or a matching board, the student will use a word the adult modeled during the activity to communicate (such as asking for "more" or saying "go") independently in at least 3 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in the classroom.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal488 characters
- By the annual IEP review date, during a 15-minute play, snack, or song routine in which an adult models at least 10 times on the student's device or a matching board, the student will use a word the adult modeled during the activity to communicate (such as asking for "more" or saying "go") independently in at least 3 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in the classroom.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute play, snack, or song routine in which an adult models at least 10 times on the student's device or a matching board
- Behavior
- The student will use a word the adult modeled during the activity to communicate (such as asking for "more" or saying "go") independently
- Criteria
- In at least 3 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and once 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 3 of 5 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- during each therapy session and once weekly in the classroom
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute play, snack, or song routine in which an adult models at least 10 times on the student's device or a matching board, the student will use a word the adult modeled during the activity to communicate (such as asking for "more" or saying "go") independently in at least 3 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once 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 | # + (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.