Ask a listener to let them finish
When to use this goal
For students who stutter whose listeners often finish their words, tell them to slow down, or walk away, and who want to respond. Base the choice on the student's report. The student decides whether to respond in a given moment.
- Baseline
- Ask how listeners usually react and how the student wants to respond. Role-play four listener reactions and record the student's responses.
- Tips
- Each listener reaction is one opportunity; score correct when the student states what helps. Choosing not to respond in an unsafe or rushed moment is fine and recorded as a choice. Educate staff so the student is not alone in this.
- Limits
- Real reactions are unpredictable and often unobserved. The goal does not change listeners; pair with listener education.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-032.
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Goal
By the annual IEP review date, when a peer or adult finishes the student's word or sentence in class, the student will tell the listener what helps (such as "Please let me finish" or "I stutter, just give me a second") and continue the message independently in at least 3 of 4 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and monthly by student report.
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 goal446 characters
- By the annual IEP review date, when a peer or adult finishes the student's word or sentence in class, the student will tell the listener what helps (such as "Please let me finish" or "I stutter, just give me a second") and continue the message independently in at least 3 of 4 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and monthly by student report.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer or adult finishes the student's word or sentence in class
- Behavior
- The student will tell the listener what helps (such as "Please let me finish" or "I stutter, just give me a second") and continue the message independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and monthly by student report
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 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session and monthly by student report
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a peer or adult finishes the student's word or sentence in class, the student will tell the listener what helps (such as "Please let me finish" or "I stutter, just give me a second") and continue the message independently in at least 3 of 4 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and monthly by student report.
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.