Clap and say each syllable in long words
When to use this goal
For children who drop unstressed syllables ("nana" for banana, "puter" for computer) and who can clap or tap a beat. Clapping the syllables while saying them links syllable awareness to production. Base the choice on the SLP's analysis of weak syllable deletion.
- Baseline
- Probe 10 multisyllabic words without clapping and note which syllables are dropped (usually the unstressed first syllable). Then check whether the child can clap syllables at all; if not, teach clapping with names first.
- Tips
- Score correct when every syllable is said, even if some sounds in it are off. Clapping is a support that should fade; once the child includes syllables while clapping, try the same words without it. Names of classmates are a good, motivating word set.
- Limits
- A child who drops syllables may also have motor speech planning difficulty; if syllable errors are inconsistent, discuss a motor speech evaluation. Clapping alone is not the goal; the spoken word is.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-026.
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Goal
By the annual IEP review date, given 10 picture cards of two- and three-syllable words with an unstressed syllable (such as banana, elephant, potato), the student will clap once for each syllable while saying every syllable of the word independently with at least 80% accuracy on multisyllabic words said with every syllable, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during 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 Phonological Processes.
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 - Phonological Processes
- Baseline
- 30% accuracy.
- Annual goal450 characters
- By the annual IEP review date, given 10 picture cards of two- and three-syllable words with an unstressed syllable (such as banana, elephant, potato), the student will clap once for each syllable while saying every syllable of the word independently with at least 80% accuracy on multisyllabic words said with every syllable, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 picture cards of two- and three-syllable words with an unstressed syllable (such as banana, elephant, potato)
- Behavior
- The student will clap once for each syllable while saying every syllable of the word independently
- Criteria
- With at least 80% accuracy on multisyllabic words said with every syllable, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During 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 multisyllabic words said with every syllable
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 picture cards of two- and three-syllable words with an unstressed syllable (such as banana, elephant, potato), the student will clap once for each syllable while saying every syllable of the word independently with at least 80% accuracy on multisyllabic words said with every syllable, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during 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.