Copy hand movements in a familiar song
When to use this goal
For children who watch or listen to action songs but do not yet copy the movements. Present levels decide fit. Copying actions in songs builds imitation and turn timing that later support gestures and signs.
- Baseline
- Sing the song twice (10 movement models) and record each movement as copied, partly copied, or not copied. Note which movements are easiest; big arm movements usually come before small hand shapes.
- Tips
- Each modeled movement is one opportunity. Count a movement as copied when it is recognizable, even if it is small or late. Use the same song for several weeks before changing. Some children copy better from a peer than from an adult; try both.
- Limits
- Song imitation is easier than imitating a new action outside a song; pair with object imitation (sl-ec-013). Children with motor needs may need movements chosen with the OT or PT. Not a gross motor goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-012.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a familiar action song with 5 movements (such as clap, stomp, wave, roll hands, arms up), sung with an adult facing the student, the student will copy each song movement the adult models, in any recognizable form, during the matching part of the song independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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 goal439 characters
- By the annual IEP review date, during a familiar action song with 5 movements (such as clap, stomp, wave, roll hands, arms up), sung with an adult facing the student, the student will copy each song movement the adult models, in any recognizable form, during the matching part of the song independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a familiar action song with 5 movements (such as clap, stomp, wave, roll hands, arms up), sung with an adult facing the student
- Behavior
- The student will copy each song movement the adult models, in any recognizable form, during the matching part of the song independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a familiar action song with 5 movements (such as clap, stomp, wave, roll hands, arms up), sung with an adult facing the student, the student will copy each song movement the adult models, in any recognizable form, during the matching part of the song independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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.