Follow a direction that changes partway
When to use this goal
For students who start a direction correctly but miss a change or correction given right after ("Get your math book. Actually, get your science book instead"). Revised directions are common in class and work. Base the choice on teacher reports and the SLP's assessment.
- Baseline
- Give 10 directions in therapy, five with a change, and record whether the student follows the change. Ask the teacher how often directions change and record class examples.
- Tips
- Each changed direction is one opportunity. Score correct when the student does the changed version. Include some directions with no change so the student is listening, not guessing. Encourage teachers to say the change clearly ("Change of plan:").
- Limits
- Attention and flexibility affect performance; the goal overlaps with executive function. It does not measure following a full multi-step direction.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-054.
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Goal
By the annual IEP review date, given 10 spoken directions in therapy, each followed by a change (such as "Draw a circle. Wait, make it a square instead"), the student will independently carry out the revised direction instead of the original in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 4 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 Receptive 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 - Receptive Language
- Baseline
- 4 of 10 opportunities.
- Annual goal401 characters
- By the annual IEP review date, given 10 spoken directions in therapy, each followed by a change (such as "Draw a circle. Wait, make it a square instead"), the student will independently carry out the revised direction instead of the original in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken directions in therapy, each followed by a change (such as "Draw a circle. Wait, make it a square instead")
- Behavior
- The student will independently carry out the revised direction instead of the original
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive therapy 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken directions in therapy, each followed by a change (such as "Draw a circle. Wait, make it a square instead"), the student will independently carry out the revised direction instead of the original in at least 8 of 10 opportunities, across 3 consecutive therapy 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.