Say the intended word instead of switching or avoiding it
When to use this goal
For students who stutter and who switch words, add fillers, or say "never mind" to avoid a word they expect to stutter on. The goal is saying what they meant to say, stuttering or not. Base the choice on the student's own report of avoidance and observation.
- Baseline
- Ask the student to list words and sounds they avoid and situations where they switch words. Run a naming task with 10 of those words and record whether each was said, switched, or skipped. Use the student's own report, because word switching is often invisible to listeners.
- Tips
- Each hard word or planned opportunity is one trial. Score correct when the intended word is said, with or without stuttering. Self-report is part of the data because only the student knows when they switched. Celebrate saying the word, not whether it was fluent. This goal often pairs with voluntary stuttering (sl-flu-011) and self-advocacy (sl-flu-005).
- Limits
- Avoidance is internal, so the data depend on honest self-report, which takes trust. The number of real opportunities varies by day and topic. Strategy use, communication attitudes, and participation are the targets chosen with the student; this goal does not target fluent speech.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-012.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 5-minute conversation with the SLP in which the student reports afterward any words they wanted to avoid, the student will independently say the word they intended, whether or not they stutter on it, rather than substituting another word or dropping the message in at least 8 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 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
- 2 of 10 opportunities.
- Annual goal461 characters
- By the annual IEP review date, during a 5-minute conversation with the SLP in which the student reports afterward any words they wanted to avoid, the student will independently say the word they intended, whether or not they stutter on it, rather than substituting another word or dropping the message in at least 8 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 conversation with the SLP in which the student reports afterward any words they wanted to avoid
- Behavior
- The student will independently say the word they intended, whether or not they stutter on it, rather than substituting another word or dropping the message
- Criteria
- In at least 8 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 8 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 conversation with the SLP in which the student reports afterward any words they wanted to avoid, the student will independently say the word they intended, whether or not they stutter on it, rather than substituting another word or dropping the message in at least 8 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.