Use a wide range of different words in play
When to use this goal
For young students who talk but repeat the same few words, so a language sample shows a low number of different words for their age. Base the choice on a language sample and the SLP's assessment. Works with speech, sign, or AAC.
- Baseline
- Record and transcribe two or three 10-minute samples with similar toys and count the number of different words (NDW) in each. Imitations of the adult are excluded. Keep the toy set and partner constant because both change the count. Ask the family which words the child uses at home and in the home language.
- Tips
- Count each different word once per sample; word forms (dog, dogs) count as one word, and words in the home language count. Exclude direct imitations and memorized chants. This template counts different words because NDW is not a unit the data sheets support directly; report it as a count per sample. A varied toy set with new items each month gives chances for new words.
- Limits
- The count depends heavily on the activity, the partner, and the child's mood; small changes in the toy set change the number. Transcription takes time. NDW does not show grammar or whether words are used accurately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-008.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 10-minute play-based language sample with an adult and a varied toy set, the student will use different words (counting each word once) across the sample independently at least 45 times per 10-minute language sample (number of different words), across 3 consecutive monthly samples, as measured by frequency recording collected monthly.
Baseline: 20 times per 10-minute language sample (number of different words).
- 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 Expressive Language.
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 - Expressive Language
- Baseline
- 20 times per 10-minute language sample (number of different words).
- Annual goal376 characters
- By the annual IEP review date, during a 10-minute play-based language sample with an adult and a varied toy set, the student will use different words (counting each word once) across the sample independently at least 45 times per 10-minute language sample (number of different words), across 3 consecutive monthly samples, as measured by frequency recording collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 10-minute play-based language sample with an adult and a varied toy set
- Behavior
- The student will use different words (counting each word once) across the sample independently
- Criteria
- At least 45 times per 10-minute language sample (number of different words), across 3 consecutive monthly samples
- Evaluation method
- Frequency recording
- Schedule
- Monthly
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 45 times per 10-minute language sample (number of different words)
- Mastery rule:
- across 3 consecutive monthly samples
- Collection schedule:
- monthly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 10-minute play-based language sample with an adult and a varied toy set, the student will use different words (counting each word once) across the sample independently at least 45 times per 10-minute language sample (number of different words), across 3 consecutive monthly samples, as measured by frequency recording collected monthly.
| 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 10-minute language sample (number of different words).
- 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.