Use a chosen strategy when interrupted, rushed, or in noise
When to use this goal
For students who stutter, use a strategy in calm conversation, and want it to hold up when a listener interrupts, hurries them, or the room is noisy. The pressures are introduced on purpose in role-play the student agrees to. Base the choice on conversation data.
- Baseline
- Ask the student which situations make speaking hardest (being rushed, interrupted, timed, noisy rooms) and build the role-plays from their list. Record a role-play and score the first 10 speaking turns. Compare with calm conversation data to see how much the pressure changes strategy use.
- Tips
- The first 10 speaking turns under pressure are the opportunities. Score correct when the strategy is used as taught or, for the second behavior, when the student continues the turn with a strategy rather than abandoning it. The student chooses and can stop any pressure. Debrief about what helped. Teach that it is fine to say "please let me finish" (see sl-flu-016).
- Limits
- Role-played pressure is milder than real pressure. Strategy use, communication attitudes, and participation are the targets chosen with the student; stuttering frequency is not scored. Practicing under pressure is not for every student, and the SLP watches for increased anxiety.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-010.
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Goal
By the annual IEP review date, during a 5-minute role-play in which the SLP adds Blank to fill in: [agreed pressure, e.g. interrupting, asking rapid questions, a timer, or background noise], the student will use Blank to fill in: [their chosen strategy, e.g. a pause, easy onset, or a pullout] during speaking turns despite the pressure independently in at least 7 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 2 of 10 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 2 blanks are still empty: [agreed pressure], [their chosen strategy]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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.
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
- 2 of 10 opportunities.
- Annual goal474 characters
- By the annual IEP review date, during a 5-minute role-play in which the SLP adds [agreed pressure, e.g. interrupting, asking rapid questions, a timer, or background noise], the student will use [their chosen strategy, e.g. a pause, easy onset, or a pullout] during speaking turns despite the pressure independently in at least 7 of 10 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
- During a 5-minute role-play in which the SLP adds [agreed pressure, e.g. interrupting, asking rapid questions, a timer, or background noise]
- Behavior
- The student will use [their chosen strategy, e.g. a pause, easy onset, or a pullout] during speaking turns despite the pressure independently
- Criteria
- In at least 7 of 10 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 7 of 10 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, during a 5-minute role-play in which the SLP adds [agreed pressure, e.g. interrupting, asking rapid questions, a timer, or background noise], the student will use [their chosen strategy, e.g. a pause, easy onset, or a pullout] during speaking turns despite the pressure independently in at least 7 of 10 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 | 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.