Imitate phrases using easy onset or stretched speech after a model
When to use this goal
For young students who stutter and whose plan includes a direct strategy taught first in imitation, such as a gentle start of voicing or a slightly stretched first word. Base the choice on the SLP's evaluation and the family's and student's wishes. Many preschool plans are parent-led and indirect instead; this template is for the direct option.
- Baseline
- After teaching the strategy, present 20 modeled items and record whether the easy start was heard. Ask the family about the child's reactions to speaking and whether the child shows awareness or frustration, which informs whether a direct approach fits.
- Tips
- Score correct when the SLP hears the gentle, slightly stretched start as modeled; whether stuttering occurs elsewhere in the phrase is not scored. Keep this playful ("turtle talk" or whatever the child names it). Do not correct stuttering during play; model easy speech instead. Coordinate with the family so the same words and tone are used at home.
- Limits
- Imitation is the most supported level and does not predict use in spontaneous speech. Direct strategies are not right for every young child; the SLP weighs the evidence and the family's preference. Strategy use, communication attitudes, and participation are the targets chosen with the student and family; the goal does not target fluent speech.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-008.
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Goal
By the annual IEP review date, given 20 modeled words or short phrases to repeat during a play activity, the student will repeat each phrase using easy speech as modeled (a gentle start and a slightly stretched first word) after an imitative model from the SLP with at least 80% accuracy on imitated phrases with easy speech, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal450 characters
- By the annual IEP review date, given 20 modeled words or short phrases to repeat during a play activity, the student will repeat each phrase using easy speech as modeled (a gentle start and a slightly stretched first word) after an imitative model from the SLP with at least 80% accuracy on imitated phrases with easy speech, 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 20 modeled words or short phrases to repeat during a play activity
- Behavior
- The student will repeat each phrase using easy speech as modeled (a gentle start and a slightly stretched first word) after an imitative model from the SLP
- Criteria
- With at least 80% accuracy on imitated phrases with easy speech, 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 80% accuracy on imitated phrases with easy speech
- 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 20 modeled words or short phrases to repeat during a play activity, the student will repeat each phrase using easy speech as modeled (a gentle start and a slightly stretched first word) after an imitative model from the SLP with at least 80% accuracy on imitated phrases with easy speech, 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.