Combine two words to express a meaning in play
When to use this goal
For preschool students who use single words (or single signs or symbols) and have a spoken, signed, or symbol vocabulary of roughly 50 or more words but rarely combine them. Base the choice on a language sample and the SLP's assessment. Works with speech, sign, or AAC.
- Baseline
- Record two or three 10-minute play samples and count spontaneous two-word combinations, noting which semantic relations appear. List the single words the student uses so combinations can be built from known words. Ask the family what combinations they hear at home and in the home language.
- Tips
- Count a combination when two different words (or signs or symbols) are produced together as one message and express a relation; exact imitations of the adult's last utterance and memorized phrases ("thank you," "all done") do not count. Record the relation type for each one. Keep the toys and partner similar across samples so counts are comparable. Choose relations to model from the student's single-word vocabulary.
- Limits
- Counts depend heavily on the activity and how much the adult waits; train partners to pause. Frequency does not show the range of relations, which the SLP tracks separately. This goal does not target speech sound accuracy; unclear words that are glossable still count.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-001.
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Goal
By the annual IEP review date, during a 10-minute play-based language sample with an adult and preferred toys, the student will produce spontaneous two-word combinations that express a relation (such as agent and action "dog eat," action and object "throw ball," possession "my cup," recurrence "more juice," location "baby in") independently at least 10 times per 10-minute play sample, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.
Baseline: 2 times per 10-minute play sample.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 Grammar, Syntax & Morphology.
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 - Grammar, Syntax & Morphology
- Baseline
- 2 times per 10-minute play sample.
- Annual goal477 characters
- By the annual IEP review date, during a 10-minute play-based language sample with an adult and preferred toys, the student will produce spontaneous two-word combinations that express a relation (such as agent and action "dog eat," action and object "throw ball," possession "my cup," recurrence "more juice," location "baby in") independently at least 10 times per 10-minute play sample, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 10-minute play-based language sample with an adult and preferred toys
- Behavior
- The student will produce spontaneous two-word combinations that express a relation (such as agent and action "dog eat," action and object "throw ball," possession "my cup," recurrence "more juice," location "baby in") independently
- Criteria
- At least 10 times per 10-minute play sample, across 3 consecutive weekly samples
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 10 times per 10-minute play sample
- Mastery rule:
- across 3 consecutive weekly samples
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 10-minute play-based language sample with an adult and preferred toys, the student will produce spontaneous two-word combinations that express a relation (such as agent and action "dog eat," action and object "throw ball," possession "my cup," recurrence "more juice," location "baby in") independently at least 10 times per 10-minute play sample, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 10-minute play sample.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.