Say their own name during introductions
When to use this goal
For students who stutter who avoid saying their name (using a nickname they do not prefer, letting others introduce them, or skipping roll-call answers). Base the choice on the student's report. The goal is saying the name they want to be called, with or without stuttering.
- Baseline
- Ask the student about situations where their name is asked and what they usually do. Role-play five introductions and record whether they said their preferred name.
- Tips
- Each situation where the name is asked is one opportunity. Score correct when the student says their preferred name in any manner of speaking. Use student report for real situations, cross-checked when the SLP can observe.
- Limits
- Real opportunities are often outside school. A nickname the student genuinely prefers is not avoidance; ask.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-029.
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Goal
By the annual IEP review date, during class introductions, roll call, or meeting a new group, the student will independently say the name they want to be called, with or without stuttering, instead of switching names or letting someone else say it in at least 4 of 5 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 1 of 5 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
- 1 of 5 opportunities.
- Annual goal384 characters
- By the annual IEP review date, during class introductions, roll call, or meeting a new group, the student will independently say the name they want to be called, with or without stuttering, instead of switching names or letting someone else say it in at least 4 of 5 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During class introductions, roll call, or meeting a new group
- Behavior
- The student will independently say the name they want to be called, with or without stuttering, instead of switching names or letting someone else say it
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive months
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
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 2 consecutive months
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during class introductions, roll call, or meeting a new group, the student will independently say the name they want to be called, with or without stuttering, instead of switching names or letting someone else say it in at least 4 of 5 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected every two weeks.
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.