Count and describe own moments of stuttering from a recording
When to use this goal
For students who stutter and have chosen, with the SLP, to understand their own stuttering better: what happens, where tension shows up, and how they react. Base the choice on the student's comfort with hearing recordings.
- Baseline
- Have the student count moments on two or three short recordings and compare with the SLP's count. Note whether the student under-counts (often from not noticing or not wanting to notice) and how they feel listening to themselves. Stop if listening is distressing and address that first.
- Tips
- Each recording reviewed is one opportunity, scored correct when the count is within 2 of the SLP's and, for the second behavior, when at least 3 moments are described. Counting is for understanding, not for lowering the number; make that explicit with the student. Keep recordings short and the atmosphere matter-of-fact.
- Limits
- Stuttering counts vary a lot by day and situation and are not a progress measure on their own. Some students find recordings upsetting; the goal should be dropped or changed if it harms the student's attitude toward speaking.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-007.
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Goal
By the annual IEP review date, given a 2-minute recording of their own conversation or reading made during the session, the student will tally the moments of stuttering in the recording, reaching a count within 2 of the SLP's count 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 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 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
- 1 of 5 opportunities.
- Annual goal404 characters
- By the annual IEP review date, given a 2-minute recording of their own conversation or reading made during the session, the student will tally the moments of stuttering in the recording, reaching a count within 2 of the SLP's count 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.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 2-minute recording of their own conversation or reading made during the session
- Behavior
- The student will tally the moments of stuttering in the recording, reaching a count within 2 of the SLP's count independently
- Criteria
- In at least 4 of 5 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 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, given a 2-minute recording of their own conversation or reading made during the session, the student will tally the moments of stuttering in the recording, reaching a count within 2 of the SLP's count 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. Sheets print blank; no student data is stored.