Switch to a device when speech breaks down
When to use this goal
For students who use speech as their main mode but have an AAC device or app for backup, and who rarely switch to it when not understood. Present levels decide fit. The device is a tool for being understood now, not a sign of giving up on speech.
- Baseline
- Record 5 breakdowns after one repeat and whether the student switched to the device, repeated again, or gave up. Check how often the device is charged and within reach; access problems come first.
- Tips
- Count the switch when it gets the message through. Model switching yourself. The student decides when speech is enough; the goal is having the option and using it when needed.
- Limits
- Device use depends on access and charging; record missing-device days separately. The goal does not measure device skills; those belong in aac.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-017.
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Goal
By the annual IEP review date, during class, lunch, or specials with the device or app within reach, when a listener does not understand a spoken message after one repeat, the student will switch to the device or app and type, select, or show the message until the listener can act on it or repeat it independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
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. 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 5 opportunities.
- Annual goal431 characters
- By the annual IEP review date, during class, lunch, or specials with the device or app within reach, when a listener does not understand a spoken message after one repeat, the student will switch to the device or app and type, select, or show the message until the listener can act on it or repeat it independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During class, lunch, or specials with the device or app within reach, when a listener does not understand a spoken message after one repeat
- Behavior
- The student will switch to the device or app and type, select, or show the message until the listener can act on it or repeat it independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Twice weekly
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:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during class, lunch, or specials with the device or app within reach, when a listener does not understand a spoken message after one repeat, the student will switch to the device or app and type, select, or show the message until the listener can act on it or repeat it independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
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.