Use a stuttering-modification strategy during a moment of stuttering
Live goal preview
By the annual IEP review date, when a moment of stuttering occurs during a structured conversation with the SLP, the student will use a pullout (easing out of the stuttered word) or a cancellation (pausing, then saying the word again with an easier form) during the moment of stuttering independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Speech Fluency (Stuttering).
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students who stutter and who, with the SLP, have chosen to practice changing moments of stuttering with a pullout or cancellation. Present levels, the SLP's fluency evaluation, and the student's goals, not grade, decide fit.
- Baseline considerations
- After teaching the strategies, record the first 5 moments of stuttering in a structured conversation and note whether the student used a pullout, a cancellation, or neither. Ask the student how they currently respond to moments of stuttering.
- Usage notes
- Each moment of stuttering (the first 5 in the session) is one opportunity. Score correct when the SLP observes a pullout or cancellation as taught. The goal is to make stuttering moments easier and less tense for the student, not to hide them. Students may choose not to use a strategy in a given moment; record and discuss this rather than treating it as failure.
- Known limitations
- Stuttering varies by situation, so the number and type of moments change from session to session. Strategy use, communication attitudes, and participation are the targets chosen with the student; the goal does not measure or target stuttering frequency. Structured settings may not reflect other situations.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-flu-002.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 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, when a moment of stuttering occurs during a structured conversation with the SLP, the student will use a pullout (easing out of the stuttered word) or a cancellation (pausing, then saying the word again with an easier form) during the moment of stuttering independently in at least 4 of 5 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.