Ask a speaker to adjust how they communicate
When to use this goal
For students who lose track when speakers talk fast, give many directions at once, or speak only without visuals, and who stay quiet instead of asking for what helps. Base the choice on the student's description of what is hard and on observation. Requests in speech, AAC, a card, or writing all count.
- Baseline
- Plan five barriers in a structured task and note whether the student asked, guessed, or waited. Ask the student which requests feel comfortable and which adults they trust to honor them.
- Tips
- Each barrier is one opportunity; score correct when the student makes a specific request in any mode. A general "I don't get it" counts as a clarification but not as this move; teach the specific request. Share the student's preferred requests with teachers so adults respond well.
- Limits
- Success depends on adults responding. Repeat requests that go unanswered can discourage a student, so monitor adult responses too. Does not measure comprehension of the content.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-041.
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Goal
By the annual IEP review date, during a structured task with the SLP that includes 5 planned barriers (fast talk, several steps at once, no written version), the student will ask the speaker to change how they communicate (such as "Can you slow down?", "One step at a time, please", or "Can you write it?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, 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 goal488 characters
- By the annual IEP review date, during a structured task with the SLP that includes 5 planned barriers (fast talk, several steps at once, no written version), the student will ask the speaker to change how they communicate (such as "Can you slow down?", "One step at a time, please", or "Can you write it?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, 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 task with the SLP that includes 5 planned barriers (fast talk, several steps at once, no written version)
- Behavior
- The student will ask the speaker to change how they communicate (such as "Can you slow down?", "One step at a time, please", or "Can you write it?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- 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 weeks
- 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 task with the SLP that includes 5 planned barriers (fast talk, several steps at once, no written version), the student will ask the speaker to change how they communicate (such as "Can you slow down?", "One step at a time, please", or "Can you write it?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, 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.