Say two-syllable words like mama and bye-bye
When to use this goal
For children who say single CV syllables but drop or change the second syllable. Present levels decide fit. Reduplicated words repeat the same syllable (mama, papa, bye-bye, night-night) and are an easier first step to two syllables.
- Baseline
- Probe 10 reduplicated words before practice and record whether the student says one syllable, two different syllables, or two matching syllables. Note the cue level.
- Tips
- A word is correct when both syllables are present, match each other, and keep the right sounds. Tapping or clapping each syllable helps timing; fade it once the rhythm is steady. Move to two-syllable words with different syllables next (sl-ms-010).
- Limits
- Reduplicated words are a stepping stone; they do not show the student can change sounds between syllables. Random-order probes give lower numbers than practice. The template does not prescribe a method.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-003.
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Goal
By the annual IEP review date, given 10 reduplicated two-syllable words (such as "mama", "booboo", "bye-bye") presented with pictures in random order, the student will say both syllables of each word with the same consonant and vowel and an even rhythm independently with at least 80% accuracy on reduplicated two-syllable word productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Baseline: 30% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Motor Speech (Apraxia & Dysarthria).
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 - Motor Speech (Apraxia & Dysarthria)
- Baseline
- 30% accuracy.
- Annual goal458 characters
- By the annual IEP review date, given 10 reduplicated two-syllable words (such as "mama", "booboo", "bye-bye") presented with pictures in random order, the student will say both syllables of each word with the same consonant and vowel and an even rhythm independently with at least 80% accuracy on reduplicated two-syllable word productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 reduplicated two-syllable words (such as "mama", "booboo", "bye-bye") presented with pictures in random order
- Behavior
- The student will say both syllables of each word with the same consonant and vowel and an even rhythm independently
- Criteria
- With at least 80% accuracy on reduplicated two-syllable word productions, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each therapy session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on reduplicated two-syllable word productions
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 reduplicated two-syllable words (such as "mama", "booboo", "bye-bye") presented with pictures in random order, the student will say both syllables of each word with the same consonant and vowel and an even rhythm independently with at least 80% accuracy on reduplicated two-syllable word productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.