Correct a partner who misheard their message
When to use this goal
For young students who accept a listener's wrong guess about what they said (nodding along, or walking away) rather than letting the listener know. Base the choice on observation of everyday exchanges. Any mode counts, including AAC and gesture.
- Baseline
- Plan five deliberate mistakes across a session and record whether the student corrected, accepted, or disengaged. Note the student's usual mode of correction at home; ask the family.
- Tips
- Each planned or natural mistake by the partner is one opportunity; score correct when the student signals the error and gives the intended message again in any form. Keep planned mistakes playful and few, and give the right item right after a correction.
- Limits
- Too many planned mistakes can frustrate a student or teach them to distrust the partner. Natural mistakes are less frequent, so classroom data may be sparse. Does not measure the clarity of the original message.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-026.
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Goal
By the annual IEP review date, during a structured game in which the SLP deliberately misnames what the student asked for or said, the student will tell the partner they got it wrong and restate the message (such as "No, I said the blue one") 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 weekly 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 goal435 characters
- By the annual IEP review date, during a structured game in which the SLP deliberately misnames what the student asked for or said, the student will tell the partner they got it wrong and restate the message (such as "No, I said the blue one") 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 weekly in class.
- Timeframe
- By the annual IEP review date
- Condition
- During a structured game in which the SLP deliberately misnames what the student asked for or said
- Behavior
- The student will tell the partner they got it wrong and restate the message (such as "No, I said the blue one") 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 weekly 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 weekly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a structured game in which the SLP deliberately misnames what the student asked for or said, the student will tell the partner they got it wrong and restate the message (such as "No, I said the blue one") 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 weekly 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.