Stutter with less physical tension during a moment of stuttering
When to use this goal
For students whose moments of stuttering come with added physical struggle (eye blinking, head or jaw movement, breath holding, or pushing) and who want those moments to be easier. The goal is an easier stutter, not no stutter. Base the choice on the SLP's description of secondary behaviors and the student's wishes.
- Baseline
- Record a conversation and describe, with the student, which secondary behaviors occur in the first 5 moments of stuttering. Write a short operational list of the two or three behaviors to watch for this student, so the SLP and student agree on what "tense" and "easy" look like.
- Tips
- The first 5 moments of stuttering in the session are the opportunities. Score correct when the moment occurs without the listed secondary behaviors or when the student visibly releases tension and finishes the word. The student helps define their own list. Video review helps students see tension they do not feel. This pairs with stuttering modification (sl-flu-002).
- Limits
- Secondary behaviors change over time and under stress, so define them for this student and revisit. The number of opportunities varies with how much the student stutters that day. Strategy use, communication attitudes, and participation are the targets chosen with the student; 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-013.
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Goal
By the annual IEP review date, when a moment of stuttering occurs during a structured conversation with the SLP, the student will stutter through the word with a relaxed face and jaw, without Blank to fill in: [identified secondary behaviors, e.g. eye blinking, head movement, or breath holding] 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 check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [identified secondary behaviors]. 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
- 1 of 5 opportunities.
- Annual goal450 characters
- By the annual IEP review date, when a moment of stuttering occurs during a structured conversation with the SLP, the student will stutter through the word with a relaxed face and jaw, without [identified secondary behaviors, e.g. eye blinking, head movement, or breath holding] 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
- When a moment of stuttering occurs during a structured conversation with the SLP
- Behavior
- The student will stutter through the word with a relaxed face and jaw, without [identified secondary behaviors, e.g. eye blinking, head movement, or breath holding] 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, when a moment of stuttering occurs during a structured conversation with the SLP, the student will stutter through the word with a relaxed face and jaw, without [identified secondary behaviors, e.g. eye blinking, head movement, or breath holding] 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.