Keep talking through a moment of stuttering
When to use this goal
For students who stop mid-message, say "never mind", or let a listener take over after a moment of stuttering. Base the choice on conversation samples and the student's report. The goal is saying the whole message, with whatever stuttering happens.
- Baseline
- In a conversation sample, mark the first six moments of stuttering and whether the student finished the message. Ask the student what goes through their mind when they stop.
- Tips
- Each moment of stuttering during a message is one opportunity; score correct when the student completes the message. A modification strategy may be used but is not required. Coach partners not to finish words.
- Limits
- Does not measure the number of stuttering moments, which is not the target. Real-world data rely on the student's report.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-024.
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Goal
By the annual IEP review date, during class discussion or partner talk, the student will independently finish the message they started after a moment of stuttering instead of stopping or saying "never mind" in at least 5 of 6 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and monthly in class.
Baseline: 2 of 6 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 6 opportunities.
- Annual goal386 characters
- By the annual IEP review date, during class discussion or partner talk, the student will independently finish the message they started after a moment of stuttering instead of stopping or saying "never mind" in at least 5 of 6 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and monthly in class.
- Timeframe
- By the annual IEP review date
- Condition
- During class discussion or partner talk
- Behavior
- The student will independently finish the message they started after a moment of stuttering instead of stopping or saying "never mind"
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and monthly in class
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session and monthly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during class discussion or partner talk, the student will independently finish the message they started after a moment of stuttering instead of stopping or saying "never mind" in at least 5 of 6 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and monthly in class.
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 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.