Start talking turns during play
When to use this goal
For young children who stutter whose families or teachers notice them talking less, using fewer words, or stopping play talk after stuttering. Base the choice on the SLP's evaluation and family input. Many plans for young children who stutter are family-led; this goal tracks the child's willingness to talk, never stuttering counts.
- Baseline
- Tally child-started talking turns in two or three play sessions at school and ask the family to tally one session at home. Note any situations where the child goes quiet.
- Tips
- Count each turn the child starts, in any language. Stuttered turns count the same as other turns. Coach adults to respond to the message, not the stuttering.
- Limits
- Talkativeness varies with temperament and familiarity. The goal does not measure stuttering, which in young children often varies and is monitored by the SLP separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-025.
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Goal
By the annual IEP review date, during a 15-minute play session with a familiar adult who uses a slow, relaxed talking style and pauses, the student will start a comment, question, or request in play (stuttered turns count the same) independently at least 10 times per 15-minute play session, across 3 consecutive weekly play probes, as measured by frequency recording collected weekly.
Baseline: 4 times per 15-minute play session.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 4 times per 15-minute play session.
- Annual goal385 characters
- By the annual IEP review date, during a 15-minute play session with a familiar adult who uses a slow, relaxed talking style and pauses, the student will start a comment, question, or request in play (stuttered turns count the same) independently at least 10 times per 15-minute play session, across 3 consecutive weekly play probes, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute play session with a familiar adult who uses a slow, relaxed talking style and pauses
- Behavior
- The student will start a comment, question, or request in play (stuttered turns count the same) independently
- Criteria
- At least 10 times per 15-minute play session, across 3 consecutive weekly play probes
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 10 times per 15-minute play session
- Mastery rule:
- across 3 consecutive weekly play probes
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute play session with a familiar adult who uses a slow, relaxed talking style and pauses, the student will start a comment, question, or request in play (stuttered turns count the same) independently at least 10 times per 15-minute play session, across 3 consecutive weekly play probes, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 15-minute play session.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.