Rephrase a message when a listener is confused
When to use this goal
For students whose messages are often unclear to listeners (missing referents, too little detail) and who repeat the same words, give up, or get upset when a listener asks what they mean. Base the choice on observation and a referential communication task. The goal is about the message content, not speech sound clarity.
- Baseline
- Plan five confusion signals across two structured tasks and record whether the student repeated, revised, gave up, or showed distress. Note which repair types appear (adding detail, naming the referent, showing). Observe one class period for natural breakdowns.
- Tips
- Each listener signal of confusion is one opportunity; score correct when the student's next message adds or changes information. Showing, pointing, or typing counts as a repair. Treat breakdowns as shared: listeners can also ask better questions, so coach classroom partners too.
- Limits
- Planned signals are easier than natural ones, which are often subtle. This goal does not cover speech intelligibility repairs (see the articulation repair template) or device repairs (see the AAC templates).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-024.
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Goal
By the annual IEP review date, during a barrier game or describing task when the SLP gives a planned signal of confusion (such as "Which one?" or "I'm lost"), the student will rephrase the message by adding a missing detail, naming the person or thing, or saying it a different way 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 class.
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 goal483 characters
- By the annual IEP review date, during a barrier game or describing task when the SLP gives a planned signal of confusion (such as "Which one?" or "I'm lost"), the student will rephrase the message by adding a missing detail, naming the person or thing, or saying it a different way 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 class.
- Timeframe
- By the annual IEP review date
- Condition
- During a barrier game or describing task when the SLP gives a planned signal of confusion (such as "Which one?" or "I'm lost")
- Behavior
- The student will rephrase the message by adding a missing detail, naming the person or thing, or saying it a different way 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 class
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 class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a barrier game or describing task when the SLP gives a planned signal of confusion (such as "Which one?" or "I'm lost"), the student will rephrase the message by adding a missing detail, naming the person or thing, or saying it a different way 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 class.
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.