Keep a conversation topic going for several turns
When to use this goal
For students who want longer conversations with peers and whose conversations usually end after one exchange or jump to an unrelated topic without a link. Base the choice on a short conversation sample and the student's own report of what they want from conversations. Present levels decide the number of turns, not grade.
- Baseline
- Record five topic starts across two sessions and count how many related turns the student added before the topic ended or changed without a link. Note who ended the topic: a topic the partner drops is not the student's error. Ask the student which topics they most want to talk about; baseline on preferred and assigned topics separately.
- Tips
- Each topic start is one opportunity; score correct when the student adds related turns for at least 3 exchanges. A linked shift ("That reminds me of...") counts as on topic. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. Info-sharing about a favorite subject is a valid conversation style; the target is a turn that connects to the partner, not a change in the student's interests.
- Limits
- Topic length depends on the partner as much as the student. Scores from adult partners overestimate peer conversation, so check in a peer setting before calling the goal met. Does not measure whether the conversation was enjoyable for either person.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-021.
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Goal
By the annual IEP review date, during a 5-minute structured conversation with the SLP on a topic the student chooses from a topic menu, the student will keep the topic going for at least 3 back-and-forth turns, adding a related comment, question, or linked idea each time independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and every two weeks in a peer setting.
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. 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 Pragmatic Language.
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 - Pragmatic Language
- Baseline
- 1 of 5 opportunities.
- Annual goal482 characters
- By the annual IEP review date, during a 5-minute structured conversation with the SLP on a topic the student chooses from a topic menu, the student will keep the topic going for at least 3 back-and-forth turns, adding a related comment, question, or linked idea each time independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and every two weeks in a peer setting.
- Timeframe
- By the annual IEP review date
- Condition
- During a 5-minute structured conversation with the SLP on a topic the student chooses from a topic menu
- Behavior
- The student will keep the topic going for at least 3 back-and-forth turns, adding a related comment, question, or linked idea each time independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and every two weeks in a peer setting
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:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session and every two weeks in a peer setting
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 5-minute structured conversation with the SLP on a topic the student chooses from a topic menu, the student will keep the topic going for at least 3 back-and-forth turns, adding a related comment, question, or linked idea each time independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and every two weeks in a peer setting.
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.