Request and comment using a familiar gestalt
When to use this goal
For students who communicate mostly in whole memorized phrases (delayed echoes, lines from shows or songs, or chunks heard from family) and whose team treats those phrases as real language to build on. The goal is purposeful use of a gestalt the student already owns, in a moment where it carries meaning. Present levels and a language sample, not grade, decide fit.
- Baseline
- Start by building a gestalt log with the family and staff: each phrase, where it came from, and what it seems to mean when the student says it. Then set up 10 chances to request or comment and record what the student says and whether the partner could act on the meaning. Note phrases the student uses in many settings, since those are strong candidates.
- Tips
- Score an opportunity when the student uses a gestalt that fits the moment and the partner can act on it; echoes are not errors and are never discouraged or redirected to a single word. Partners respond to the meaning, not the literal words. Many teams use a natural language acquisition framework to describe stages; use it as a description of development rather than a script. Share the gestalt log with home so meanings stay consistent.
- Limits
- Judging meaning depends on knowing the student well, so the same familiar partner should score, using the gestalt log. The research base on gestalt language processing is still developing, and teams should combine this view with the SLP's full evaluation. The template does not capture comprehension or AAC use, which may need their own goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-061.
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Goal
By the annual IEP review date, during play, snack, or a shared routine with a familiar partner who has set up chances to request or comment, the student will use a delayed echo or gestalt phrase to request an item or action or to comment on what is happening, in a way the partner can act on in that moment spontaneously, without a model in at least 7 of 10 opportunities, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly.
Baseline: 3 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. Direct observation 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
- 3 of 10 opportunities.
- Annual goal467 characters
- By the annual IEP review date, during play, snack, or a shared routine with a familiar partner who has set up chances to request or comment, the student will use a delayed echo or gestalt phrase to request an item or action or to comment on what is happening, in a way the partner can act on in that moment spontaneously, without a model in at least 7 of 10 opportunities, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During play, snack, or a shared routine with a familiar partner who has set up chances to request or comment
- Behavior
- The student will use a delayed echo or gestalt phrase to request an item or action or to comment on what is happening, in a way the partner can act on in that moment spontaneously, without a model
- Criteria
- In at least 7 of 10 opportunities, on 3 of 4 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly
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:
- on 3 of 4 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during play, snack, or a shared routine with a familiar partner who has set up chances to request or comment, the student will use a delayed echo or gestalt phrase to request an item or action or to comment on what is happening, in a way the partner can act on in that moment spontaneously, without a model in at least 7 of 10 opportunities, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly.
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.