Imitate words and short phrases during play
When to use this goal
For preschool students with very few spoken words who do not yet repeat words an adult models, which is often the first step toward spontaneous words. Base the choice on the SLP's assessment and a check of hearing and oral motor skills. If speech is not emerging, an AAC goal (sl-aac templates) should run alongside.
- Baseline
- Across a play session, present 10 clear models of words the child can produce the sounds for and record imitations, approximations, vocalizations, and no response. Note which sounds and syllable shapes the child produces, since models should use them. Check for echolalia: a child who repeats everything needs a different goal.
- Tips
- Each model followed by a pause is one opportunity; use only 10 planned models per probe. Score correct when the child produces a recognizable approximation of the modeled word within 5 seconds (the SLP sets what counts as recognizable). Imitation is a step, not the end goal; pair with spontaneous word counts (sl-exp-008) and move on as soon as spontaneous words appear.
- Limits
- Imitation can become rote and does not guarantee spontaneous use. Some children imitate better in songs than in play, or the reverse; record the context. For children with motor speech difficulty, approximations will be variable; set the criterion with the SLP.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-009.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during play when an adult models a single word for the toy or action and pauses, the student will imitate the modeled word or two-word phrase within 5 seconds independently after the model in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during 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 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
- 2 of 10 opportunities.
- Annual goal379 characters
- By the annual IEP review date, during play when an adult models a single word for the toy or action and pauses, the student will imitate the modeled word or two-word phrase within 5 seconds independently after the model in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During play when an adult models a single word for the toy or action and pauses
- Behavior
- The student will imitate the modeled word or two-word phrase within 5 seconds independently after the model
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during play when an adult models a single word for the toy or action and pauses, the student will imitate the modeled word or two-word phrase within 5 seconds independently after the model in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during 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.