Tell a new listener that they stutter
When to use this goal
For students who stutter who have chosen, with the SLP, to try self-disclosure (sometimes called advertising) because hiding stuttering takes energy or listeners react poorly. Base the choice on the student's wishes. Disclosure is always the student's decision.
- Baseline
- Talk with the student about past reactions from listeners and whether they have ever told someone. Write the disclosure statement together. Agree on which upcoming situations count as opportunities.
- Tips
- Each planned new-listener situation is one opportunity; score correct when the student shares the statement in any form, including handing over the card. Students who decide not to disclose in a situation have made a valid choice; record it without scoring it as a miss, and revisit the plan together.
- Limits
- Relies partly on the student's report of situations the SLP cannot see. Listener reactions are outside the student's control. Not every student wants to disclose; do not write this goal without the student's agreement.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-021.
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Goal
By the annual IEP review date, when meeting a new teacher, substitute, coach, or group partner, the student will tell the listener that they stutter and what helps, using a statement they wrote (such as "I stutter, so sometimes my words take longer. Please just wait.") independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected every two weeks through student report and SLP observation.
Baseline: 0 of 4 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
- 0 of 4 opportunities.
- Annual goal463 characters
- By the annual IEP review date, when meeting a new teacher, substitute, coach, or group partner, the student will tell the listener that they stutter and what helps, using a statement they wrote (such as "I stutter, so sometimes my words take longer. Please just wait.") independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected every two weeks through student report and SLP observation.
- Timeframe
- By the annual IEP review date
- Condition
- When meeting a new teacher, substitute, coach, or group partner
- Behavior
- The student will tell the listener that they stutter and what helps, using a statement they wrote (such as "I stutter, so sometimes my words take longer. Please just wait.") independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive months
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks through student report and SLP observation
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive months
- Collection schedule:
- every two weeks through student report and SLP observation
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when meeting a new teacher, substitute, coach, or group partner, the student will tell the listener that they stutter and what helps, using a statement they wrote (such as "I stutter, so sometimes my words take longer. Please just wait.") independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected every two weeks through student report and SLP observation.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.