Identify moments of stuttering in the SLP's speech
When to use this goal
For students who stutter and are starting to learn about stuttering: what a repetition, prolongation, or block sounds like, in someone else's speech first. Base the choice on the SLP's fluency evaluation. This is a learning-about-stuttering goal, never a goal to speak without stuttering.
- Baseline
- Present 10 sentences, about half with a modeled moment of stuttering, and record each identification. Also ask the student what they call stuttering and how they describe it; use their words where possible.
- Tips
- Score correct when the student's identification matches what the SLP modeled. Keep the mix near half and half. Use neutral, friendly words for stuttering types that the student helps choose. The purpose is to make stuttering something the student can talk about openly, so keep the tone playful and never frame stuttering as bad.
- Limits
- Identifying stuttering in others is a first step and says nothing about the student's own speech or feelings about it. Not every student needs or wants this goal; the student and SLP decide together.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-006.
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Goal
By the annual IEP review date, when the SLP says 10 sentences, some containing a modeled repetition, prolongation, or block and some without, the student will identify each sentence that contains a moment of stuttering by raising a card or saying "bumpy" independently with at least 90% accuracy on identifications of modeled stuttering, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 50% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Speech Fluency (Stuttering).
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 - Speech Fluency (Stuttering)
- Baseline
- 50% accuracy.
- Annual goal462 characters
- By the annual IEP review date, when the SLP says 10 sentences, some containing a modeled repetition, prolongation, or block and some without, the student will identify each sentence that contains a moment of stuttering by raising a card or saying "bumpy" independently with at least 90% accuracy on identifications of modeled stuttering, 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
- When the SLP says 10 sentences, some containing a modeled repetition, prolongation, or block and some without
- Behavior
- The student will identify each sentence that contains a moment of stuttering by raising a card or saying "bumpy" independently
- Criteria
- With at least 90% accuracy on identifications of modeled stuttering, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on identifications of modeled stuttering
- 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 the SLP says 10 sentences, some containing a modeled repetition, prolongation, or block and some without, the student will identify each sentence that contains a moment of stuttering by raising a card or saying "bumpy" independently with at least 90% accuracy on identifications of modeled stuttering, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.