Imitate a sound a partner makes
When to use this goal
For children who vocalize on their own but do not yet copy a partner's sounds. Present levels from the SLP's evaluation decide fit. Start with sounds the student already makes, then add play sounds (animal sounds, vehicle sounds, "uh-oh").
- Baseline
- Record the sounds the student makes on their own in a 10-minute play sample first. Then present 10 sound models, half from the student's own repertoire and half new, and record any attempt that matches the vowel, the consonant, or the pattern.
- Tips
- Count a close version (same vowel, or same rhythm) as an imitation; precision is not the goal. Copying the student's sounds first often starts the game. Keep it playful and stop before the student loses interest.
- Limits
- Imitation of a model is not spontaneous speech; pair with a spontaneous word goal (sl-ec-023). Children with motor speech needs may need a motor speech goal instead or as well. Not an articulation goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-010.
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Goal
By the annual IEP review date, during play with animal or vehicle toys, when the partner makes a play sound (such as "moo", "beep", "vroom") and pauses, the student will imitate the partner's sound or a close version of it independently in at least 6 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Baseline: 1 of 10 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 Early 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 - Early Communication
- Baseline
- 1 of 10 opportunities.
- Annual goal381 characters
- By the annual IEP review date, during play with animal or vehicle toys, when the partner makes a play sound (such as "moo", "beep", "vroom") and pauses, the student will imitate the partner's sound or a close version of it independently in at least 6 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During play with animal or vehicle toys, when the partner makes a play sound (such as "moo", "beep", "vroom") and pauses
- Behavior
- The student will imitate the partner's sound or a close version of it independently
- Criteria
- In at least 6 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 6 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during play with animal or vehicle toys, when the partner makes a play sound (such as "moo", "beep", "vroom") and pauses, the student will imitate the partner's sound or a close version of it independently in at least 6 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.