Show or sign a word when not understood
When to use this goal
For young children who are often not understood and who give up, cry, or repeat the same unclear attempt. Present levels decide fit. A repair gives the child another way to get the message through.
- Baseline
- Record 8 moments when the student was not understood and what happened next: a repair in any mode, the same attempt again, giving up, or crying.
- Tips
- Count any repair that gets the message through. Respond warmly and then model the word. Teach peers and family to ask "Show me" instead of guessing again and again.
- Limits
- Breakdowns happen at different rates for each child; pool across settings. The goal does not improve speech accuracy itself; pair with a syllable-shape goal. Repair with a device is in sl-ms-017.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-007.
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Goal
By the annual IEP review date, during play, snack, or centers, when an adult or peer does not understand the student's word and says "Show me" or "I didn't get that", the student will repair the message by pointing to or showing the item, using a sign or gesture, or touching a picture independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
Baseline: 1 of 8 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. Direct observation 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 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
- 1 of 8 opportunities.
- Annual goal420 characters
- By the annual IEP review date, during play, snack, or centers, when an adult or peer does not understand the student's word and says "Show me" or "I didn't get that", the student will repair the message by pointing to or showing the item, using a sign or gesture, or touching a picture independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During play, snack, or centers, when an adult or peer does not understand the student's word and says "Show me" or "I didn't get that"
- Behavior
- The student will repair the message by pointing to or showing the item, using a sign or gesture, or touching a picture independently
- Criteria
- In at least 6 of 8 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- 3 times per week
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 6 of 8 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- 3 times per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during play, snack, or centers, when an adult or peer does not understand the student's word and says "Show me" or "I didn't get that", the student will repair the message by pointing to or showing the item, using a sign or gesture, or touching a picture independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
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 | 7 | 8 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.