Copy single words in play routines
When to use this goal
For children who copy sounds and are ready to copy words or word approximations during play. Present levels decide fit. Choose words for things the student wants or does often (go, up, ball, more, open).
- Baseline
- Pick 5 to 8 target words with the family. Present 10 models in play and record full words, approximations, other sounds, and no response. Write down each approximation so every adult scores the same forms.
- Tips
- Define in the goal which approximations count ("ba" for ball). Model the word during the action, then pause about 5 seconds. Accept a sign with or without the word if the student is also using sign.
- Limits
- Imitated words do not show spontaneous use; pair with sl-ec-023. A child who copies everything (echolalia) may need a goal about using words to request or comment instead. Not an articulation goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-011.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a play routine with 5 to 8 practiced target words, when the partner says a target word while acting on the toy and pauses, the student will imitate the target word or a consistent word approximation independently in at least 7 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Baseline: 2 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
- 2 of 10 opportunities.
- Annual goal403 characters
- By the annual IEP review date, during a play routine with 5 to 8 practiced target words, when the partner says a target word while acting on the toy and pauses, the student will imitate the target word or a consistent word approximation independently in at least 7 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During a play routine with 5 to 8 practiced target words, when the partner says a target word while acting on the toy and pauses
- Behavior
- The student will imitate the target word or a consistent word approximation independently
- Criteria
- In at least 7 of 10 opportunities, across 3 consecutive therapy 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 7 of 10 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a play routine with 5 to 8 practiced target words, when the partner says a target word while acting on the toy and pauses, the student will imitate the target word or a consistent word approximation independently in at least 7 of 10 opportunities, across 3 consecutive therapy 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.