Pause at phrase boundaries to keep speech clear
When to use this goal
For students whose fast or run-together speech makes them hard to follow even when individual sounds are mostly correct. Pausing at phrase boundaries is a pacing strategy that gives listeners time and gives the student time to produce sounds. Base the choice on a rate or intelligibility judgment from the SLP.
- Baseline
- Record the student reading marked and unmarked sentences and describing pictures. Count the phrase boundaries where a pause of roughly half a second occurred. Also note syllables per second if the SLP tracks rate, and ask teachers how often they ask the student to repeat.
- Tips
- Define a phrase boundary in advance (commas, clause boundaries, and natural breath groups) and mark the sentences for the first step. Score a boundary correct when the student pauses noticeably without rushing the next phrase. The goal is clearer speech, not slow speech; the SLP sets a target that sounds natural. If the student stutters, write this goal with the fluency plan in mind so pacing is a tool, not a demand.
- Limits
- Pausing is one pacing strategy and does not fix individual sound errors. Marked sentences are a scaffold; the skill is only useful once it transfers to unmarked speech and conversation. Rate judgments are subjective, so the same listener should score.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-014.
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Goal
By the annual IEP review date, given 20 sentences with phrase boundaries marked, read aloud, the student will pause briefly at each phrase boundary while speaking independently with at least 85% accuracy on phrase boundaries marked with a pause, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Articulation.
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 - Articulation
- Baseline
- 40% accuracy.
- Annual goal370 characters
- By the annual IEP review date, given 20 sentences with phrase boundaries marked, read aloud, the student will pause briefly at each phrase boundary while speaking independently with at least 85% accuracy on phrase boundaries marked with a pause, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 sentences with phrase boundaries marked, read aloud
- Behavior
- The student will pause briefly at each phrase boundary while speaking independently
- Criteria
- With at least 85% accuracy on phrase boundaries marked with a pause, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on phrase boundaries marked with a pause
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 20 sentences with phrase boundaries marked, read aloud, the student will pause briefly at each phrase boundary while speaking independently with at least 85% accuracy on phrase boundaries marked with a pause, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.