Tell apart words that differ by one consonant
When to use this goal
For children who discriminate vowels and are ready for consonant contrasts, from easier (manner, such as mat and bat) to harder (voicing and place, such as pea and bee, or tea and key). Present levels in vowel discrimination decide fit.
- Baseline
- Probe a few pairs from each contrast type (manner, voicing, place) and record which type is hardest. Start instruction one step below the hardest.
- Tips
- Place contrasts with high-pitched sounds (s, sh, f, th) are often hardest; these need the audiologist's input on what the device can provide.
- Limits
- Some contrasts may be out of reach with the current device or settings. The template measures listening for a student whose family chose listening as one route; it never replaces sign language or captions the student also uses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-aud-013.
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Goal
By the annual IEP review date, given 2 or 3 pictures of words that differ by one consonant, with the speaker's mouth covered, the student will point to the picture of the word heard independently with at least 85% accuracy on consonant contrasts, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Auditory Skills (Deaf & Hard of Hearing).
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
- Vision, Hearing & Assistive Technology - Auditory Skills (Deaf & Hard of Hearing)
- Baseline
- 50% accuracy.
- Annual goal348 characters
- By the annual IEP review date, given 2 or 3 pictures of words that differ by one consonant, with the speaker's mouth covered, the student will point to the picture of the word heard independently with at least 85% accuracy on consonant contrasts, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 2 or 3 pictures of words that differ by one consonant, with the speaker's mouth covered
- Behavior
- The student will point to the picture of the word heard independently
- Criteria
- With at least 85% accuracy on consonant contrasts, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on consonant contrasts
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 2 or 3 pictures of words that differ by one consonant, with the speaker's mouth covered, the student will point to the picture of the word heard independently with at least 85% accuracy on consonant contrasts, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.