Use voluntary stuttering during a chosen activity
When to use this goal
For students who stutter and have chosen, with the SLP, to practice stuttering on purpose (easy, deliberate repetitions or stretches) to reduce fear and the urge to hide stuttering. Base the choice on the student's attitudes toward stuttering and their consent. This is always the student's choice.
- Baseline
- Talk with the student about what voluntary stuttering is for and whether they want to try it. Record a 10-minute activity and count voluntary stutters the student produces; most start at zero. Also note the student's reported fear or avoidance using a scale the SLP chooses, since reducing those is the real purpose.
- Tips
- Count each deliberate, relaxed stutter the student produces; real moments of stuttering are not counted either way. Agree on a number to aim for and raise it gradually. Move from the therapy room to settings the student chooses. Pair with a communication attitudes measure in present levels, because the point is less fear and avoidance, not the count itself.
- Limits
- Voluntary stuttering is one approach among several and is not appropriate for every student or age; the SLP and student decide. The count shows practice, not attitude change; a self-report measure is needed alongside. Strategy use, communication attitudes, and participation are the targets chosen with the student; fluent speech is not the goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-011.
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Goal
By the annual IEP review date, during a 10-minute conversation or game with the SLP, the student will produce a voluntary, easy stutter (such as a relaxed repetition or stretch) on a word of their choice independently at least 5 times per 10-minute activity, across 3 consecutive therapy sessions, as measured by frequency recording collected during each therapy session.
Baseline: 0 times per 10-minute activity.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 0 times per 10-minute activity.
- Annual goal371 characters
- By the annual IEP review date, during a 10-minute conversation or game with the SLP, the student will produce a voluntary, easy stutter (such as a relaxed repetition or stretch) on a word of their choice independently at least 5 times per 10-minute activity, across 3 consecutive therapy sessions, as measured by frequency recording collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During a 10-minute conversation or game with the SLP
- Behavior
- The student will produce a voluntary, easy stutter (such as a relaxed repetition or stretch) on a word of their choice independently
- Criteria
- At least 5 times per 10-minute activity, across 3 consecutive therapy sessions
- Evaluation method
- Frequency recording
- Schedule
- During each therapy session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 5 times per 10-minute activity
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 10-minute conversation or game with the SLP, the student will produce a voluntary, easy stutter (such as a relaxed repetition or stretch) on a word of their choice independently at least 5 times per 10-minute activity, across 3 consecutive therapy sessions, as measured by frequency recording collected during each therapy session.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 10-minute activity.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.