Say the target pattern in songs and chants
When to use this goal
For preschool children who join in songs and chants and whose target pattern is emerging in imitation. Songs with repeated words give rhythmic, enjoyable practice and a natural pause where the child fills in the word. Base the choice on imitation data and the child's interest in music.
- Baseline
- Sing two or three familiar songs with target-pattern words and record each fill-in. Ask the family which songs the child sings at home, including songs in the home language, and use those when they contain target-pattern words.
- Tips
- Each fill-in or chant word is one opportunity, up to 10 per session. Score the pattern only; singing and speech sounds can differ, so also check the same words spoken. Share the songs with families and classroom staff.
- Limits
- Songs are rhythmic and predictable, which helps production; spoken use may lag. Not every child likes to sing; use chants, rhymes, or games instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-036.
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Goal
By the annual IEP review date, during a familiar song or chant that repeats 5 or more target-pattern words, with a pause for the child to fill in, the student will fill in the repeated target-pattern word in the song with the pattern produced after the adult pauses before the target word in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 2 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
- 2 of 10 opportunities.
- Annual goal440 characters
- By the annual IEP review date, during a familiar song or chant that repeats 5 or more target-pattern words, with a pause for the child to fill in, the student will fill in the repeated target-pattern word in the song with the pattern produced after the adult pauses before the target word in at least 7 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 familiar song or chant that repeats 5 or more target-pattern words, with a pause for the child to fill in
- Behavior
- The student will fill in the repeated target-pattern word in the song with the pattern produced after the adult pauses before the target word
- Criteria
- In at least 7 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 7 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 familiar song or chant that repeats 5 or more target-pattern words, with a pause for the child to fill in, the student will fill in the repeated target-pattern word in the song with the pattern produced after the adult pauses before the target word in at least 7 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.