Repeat or rephrase when a listener does not understand
When to use this goal
For students with reduced intelligibility who give up, shrug, or repeat the same unclear production when a listener asks "What?" The skill is using a repair strategy the student has practiced. Base the choice on observation of how the student currently responds to breakdowns.
- Baseline
- Set up 5 or more breakdowns in a game and record what the student does: repeats the same way, changes something, gives up, or gets upset. Ask teachers and families how the student usually handles not being understood.
- Tips
- Each listener request for clarification is one opportunity. Score correct when the student uses one of the strategies taught, whether or not the listener then understands; the behavior is the attempt to repair, not the listener's success. Teach two or three strategies and let the student choose. Adults should ask for clarification honestly, not pretend to understand.
- Limits
- The number of opportunities depends on how often breakdowns happen, so fix the sample at the first 5. Repair strategies help but do not replace work on the sounds themselves. Repeated breakdowns can be frustrating; keep sessions balanced with successful communication.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-016.
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Goal
By the annual IEP review date, when a listener signals they did not understand (such as "What?" or a puzzled look) during a structured activity with the SLP, the student will use Blank to fill in: [taught repair strategy, e.g. repeat the word more slowly, say it with a clear final sound, add a gesture, or use a different word] 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.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [taught repair strategy]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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 Articulation.
Met: Level of support. Defined.
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
- 1 of 5 opportunities.
- Annual goal483 characters
- By the annual IEP review date, when a listener signals they did not understand (such as "What?" or a puzzled look) during a structured activity with the SLP, the student will use [taught repair strategy, e.g. repeat the word more slowly, say it with a clear final sound, add a gesture, or use a different word] 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.
- Timeframe
- By the annual IEP review date
- Condition
- When a listener signals they did not understand (such as "What?" or a puzzled look) during a structured activity with the SLP
- Behavior
- The student will use [taught repair strategy, e.g. repeat the word more slowly, say it with a clear final sound, add a gesture, or use a different word] 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
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
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a listener signals they did not understand (such as "What?" or a puzzled look) during a structured activity with the SLP, the student will use [taught repair strategy, e.g. repeat the word more slowly, say it with a clear final sound, add a gesture, or use a different word] 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.
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.