Use specific words instead of thing, stuff, and it
When to use this goal
For students whose explanations are full of nonspecific words ("the thing," "that stuff," "do it") so listeners cannot follow, even though the student knows the specific words. Base the choice on a language sample. If the words are not known or cannot be retrieved, see sl-sem templates and sl-exp-006.
- Baseline
- Record two or three 5-minute explanation samples and count nonspecific words used for referents that have not been named; pronouns with a clear referent are not counted. Confirm the student can name the items when asked, so the goal is about word choice rather than retrieval.
- Tips
- Count each nonspecific word (thing, stuff, it, this, that, do, go, get) used where the referent is unclear; pronouns that clearly refer back to a named noun do not count. Keep the task type and length constant. A decrease goal works because the behavior is countable; also note the specific words that replace them as qualitative evidence.
- Limits
- Counts depend on topic and sample length. Some nonspecific words are normal in casual speech; the standard is clarity for the listener, not zero use. Word retrieval difficulties produce the same pattern and need a different goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-016.
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Goal
By the annual IEP review date, during a 5-minute explanation of a game, process, or event to the SLP, the student will reduce nonspecific words (thing, stuff, it, do, go) used when the object or action has not been named to no more than 3 times per 5-minute sample, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.
Baseline: 12 times per 5-minute sample.
- 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
- 12 times per 5-minute sample.
- Annual goal355 characters
- By the annual IEP review date, during a 5-minute explanation of a game, process, or event to the SLP, the student will reduce nonspecific words (thing, stuff, it, do, go) used when the object or action has not been named to no more than 3 times per 5-minute sample, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 5-minute explanation of a game, process, or event to the SLP
- Behavior
- The student will reduce nonspecific words (thing, stuff, it, do, go) used when the object or action has not been named
- Criteria
- No more than 3 times per 5-minute sample, across 3 consecutive weekly samples
- 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:
- no more than 3 times per 5-minute sample
- Mastery rule:
- across 3 consecutive weekly samples
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 5-minute explanation of a game, process, or event to the SLP, the student will reduce nonspecific words (thing, stuff, it, do, go) used when the object or action has not been named to no more than 3 times per 5-minute sample, across 3 consecutive weekly samples, 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 5-minute sample.
- 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.