Extend a phrase after an adult expansion
When to use this goal
For young students who talk mostly in one- or two-word utterances and who sometimes pick up words an adult adds. Base the choice on a language sample and the SLP's assessment of the student's mean length of utterance, not on age. Fits speech, sign, or AAC.
- Baseline
- Record a 15-minute play sample and calculate the student's typical utterance length in words or morphemes. Then count the first 10 adult expansions and how often the student follows with a longer utterance in the next turn or two. Note which word types (verbs, describing words, little words such as "the") the student picks up.
- Tips
- Each adult expansion is one opportunity. Score correct when the student's next utterance (within two turns) is longer than the one the adult expanded and still carries the student's idea. Exact whole-sentence copies count, since repeating a longer model is a step toward building it; note them on the sheet. Teach the family and classroom staff to expand rather than correct, so opportunities happen all day.
- Limits
- The goal counts longer turns, not grammar. A student may copy the adult without using the new length on their own; follow with spontaneous counts in a language sample (sl-exp-002). Some students stop talking when every turn is expanded; keep expansions natural and not after every utterance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-023.
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Goal
By the annual IEP review date, during a 15-minute play routine in which an adult expands the student's utterances by one or two words (the student says "car go", the adult says "the car goes fast"), the student will produce a new utterance that is at least one word longer than their original utterance independently in at least 7 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 goal476 characters
- By the annual IEP review date, during a 15-minute play routine in which an adult expands the student's utterances by one or two words (the student says "car go", the adult says "the car goes fast"), the student will produce a new utterance that is at least one word longer than their original utterance independently in at least 7 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 a 15-minute play routine in which an adult expands the student's utterances by one or two words (the student says "car go", the adult says "the car goes fast")
- Behavior
- The student will produce a new utterance that is at least one word longer than their original utterance independently
- Criteria
- In at least 7 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 7 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 a 15-minute play routine in which an adult expands the student's utterances by one or two words (the student says "car go", the adult says "the car goes fast"), the student will produce a new utterance that is at least one word longer than their original utterance independently in at least 7 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.