Use first words without a model
When to use this goal
For children who imitate some words or approximations and are ready to use them on their own. Present levels decide fit. A word can be spoken, signed, or selected on a device; define the approximations that count.
- Baseline
- Count spontaneous words across three 15-minute samples with the same partner, writing down each word or approximation. Count imitations of a model just given separately. A parent log of words used at home adds information.
- Tips
- Count a word when the student uses it with no model in the previous few seconds. Keep a running list of different words so the team can see the vocabulary grow. Respond to the meaning every time and add one word ("Ball. Big ball").
- Limits
- Counts vary with the activity; keep it similar across samples. Frequency does not show how many different words are used; the running word list does. Not an articulation goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-023.
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Goal
By the annual IEP review date, during a 15-minute play session with familiar toys and a partner who comments but does not ask the student to say words, the student will say, sign, or select a word or consistent word approximation without a model, to request, comment, refuse, or greet independently at least 12 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected weekly.
Baseline: 2 times per 15-minute play session.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 times per 15-minute play session.
- Annual goal433 characters
- By the annual IEP review date, during a 15-minute play session with familiar toys and a partner who comments but does not ask the student to say words, the student will say, sign, or select a word or consistent word approximation without a model, to request, comment, refuse, or greet independently at least 12 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute play session with familiar toys and a partner who comments but does not ask the student to say words
- Behavior
- The student will say, sign, or select a word or consistent word approximation without a model, to request, comment, refuse, or greet independently
- Criteria
- At least 12 times per 15-minute play session, across 3 consecutive play sessions
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 12 times per 15-minute play session
- Mastery rule:
- across 3 consecutive play sessions
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute play session with familiar toys and a partner who comments but does not ask the student to say words, the student will say, sign, or select a word or consistent word approximation without a model, to request, comment, refuse, or greet independently at least 12 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 15-minute play session.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.