Self-chart vocal misuse episodes and match an adult's count
When to use this goal
For students who can name their vocal misuse habits (sl-voi-007) and whose plan calls for self-monitoring them across the day. The measure is whether the student's tally matches an adult observer's. Base the choice on the voice plan, following a medical evaluation.
- Baseline
- Define each habit so the student and observer count the same thing (for example, a yell is a loud, strained call lasting more than a word or two). Run 5 observation periods with both counting and compare. Students usually under-count at first.
- Tips
- Each observation period is one opportunity, scored correct when the student's count is within 2 of the adult's. The adult observer can be a teacher, aide, recess monitor, or family member trained on the definitions. Once counts match, the reduction goal (sl-voi-003) can run on the student's own data with spot checks.
- Limits
- Self-monitoring itself tends to reduce the habit, which is good for the student but means the baseline shifts quickly. Agreement within 2 is a judgment call; adjust for high-frequency habits. Voice therapy goals follow a medical (ENT or laryngology) evaluation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-voi-008.
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Goal
By the annual IEP review date, given a daily voice chart listing Blank to fill in: [their two or three target habits, e.g. yelling, throat clearing] and a defined observation period (such as recess and lunch), the student will tally each episode of the target habit during the period, producing a count within 2 of the adult observer's count independently in at least 4 of 5 opportunities, across 2 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during the defined period.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [their two or three target habits]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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 Voice.
Met: Level of support. Defined.
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 - Voice
- Baseline
- 1 of 5 opportunities.
- Annual goal489 characters
- By the annual IEP review date, given a daily voice chart listing [their two or three target habits, e.g. yelling, throat clearing] and a defined observation period (such as recess and lunch), the student will tally each episode of the target habit during the period, producing a count within 2 of the adult observer's count independently in at least 4 of 5 opportunities, across 2 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during the defined period.
- Timeframe
- By the annual IEP review date
- Condition
- Given a daily voice chart listing [their two or three target habits, e.g. yelling, throat clearing] and a defined observation period (such as recess and lunch)
- Behavior
- The student will tally each episode of the target habit during the period, producing a count within 2 of the adult observer's count independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during the defined period
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 2 consecutive weeks
- Collection schedule:
- daily during the defined period
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a daily voice chart listing [their two or three target habits, e.g. yelling, throat clearing] and a defined observation period (such as recess and lunch), the student will tally each episode of the target habit during the period, producing a count within 2 of the adult observer's count independently in at least 4 of 5 opportunities, across 2 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during the defined period.
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.