Use the target pattern with a peer
When to use this goal
For children who use the target pattern with the SLP but not when talking to a classmate. A simple game with a peer gives many natural turns with a real listener. Base the choice on sentence-level data and the child's comfort with peers.
- Baseline
- Play one round with a peer and record the first 10 target-pattern words. Compare with the same game played with the SLP; a lower score with a peer shows what the goal addresses.
- Tips
- Each target-pattern word said to the peer is one opportunity, up to 10 per session. The SLP scores; the peer just plays. Choose a peer the child enjoys and rotate when possible. This template works in the classroom during centers as well as in therapy.
- Limits
- Peer play is less predictable than structured tasks, so word counts vary. A shy child may talk less with a peer at first; build up from adult-and-child play.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-035.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a card or board game with a peer in which each turn needs a target-pattern word, the student will say the target-pattern word to the peer with the pattern produced on each turn independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 3 of 10 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 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
- 3 of 10 opportunities.
- Annual goal380 characters
- By the annual IEP review date, during a card or board game with a peer in which each turn needs a target-pattern word, the student will say the target-pattern word to the peer with the pattern produced on each turn independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During a card or board game with a peer in which each turn needs a target-pattern word
- Behavior
- The student will say the target-pattern word to the peer with the pattern produced on each turn independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a card or board game with a peer in which each turn needs a target-pattern word, the student will say the target-pattern word to the peer with the pattern produced on each turn independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.