Respond to a question or comment about stuttering with a prepared reply
When to use this goal
For students who stutter and get questions, interruptions, or teasing about it and do not know what to say. The student prepares replies they are comfortable with and practices them. Base the choice on the student's report of what happens at school.
- Baseline
- Ask the student what people say about their stuttering and how they currently respond (silence, anger, leaving). Run 5 role-plays and record the responses. Involve the school's bullying procedures if teasing is ongoing; this goal does not replace them.
- Tips
- Each role-played or real comment is one opportunity, scored correct when the student gives one of their prepared replies. The student writes the replies in their own words and can change them. Real events reported by the student count as data and as discussion points. Stuttering while giving the reply counts fully.
- Limits
- Role-plays cannot capture the emotion of a real event. Teasing is a school-wide responsibility, not something the student's reply alone should fix. Strategy use, communication attitudes, and participation are the targets chosen with the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-016.
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Goal
By the annual IEP review date, during a role-play in which the SLP or a peer asks "Why do you talk like that?" or finishes the student's word, the student will respond with one of Blank to fill in: [their prepared replies, e.g. "I stutter; it's just how I talk" or "Please let me finish"] 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, plus student report of real events.
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: [their prepared replies]. 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 goal479 characters
- By the annual IEP review date, during a role-play in which the SLP or a peer asks "Why do you talk like that?" or finishes the student's word, the student will respond with one of [their prepared replies, e.g. "I stutter; it's just how I talk" or "Please let me finish"] 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, plus student report of real events.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play in which the SLP or a peer asks "Why do you talk like that?" or finishes the student's word
- Behavior
- The student will respond with one of [their prepared replies, e.g. "I stutter; it's just how I talk" or "Please let me finish"] 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, plus student report of real events
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, plus student report of real events
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a role-play in which the SLP or a peer asks "Why do you talk like that?" or finishes the student's word, the student will respond with one of [their prepared replies, e.g. "I stutter; it's just how I talk" or "Please let me finish"] 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, plus student report of real events.
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.