Produce the target vowel in words and sentences
When to use this goal
For students whose speech sound assessment shows vowel errors (for example, neutralized or substituted vowels) that reduce intelligibility. Vowel errors are less common than consonant errors and often appear alongside motor speech difficulty. Base the choice on the SLP's assessment.
- Baseline
- Probe 20 or more words containing each vowel of concern and record the vowel produced. Audio record, because vowel errors are hard to judge live. Check whether errors change with word length or stress, which can point to a motor planning component.
- Tips
- Name the vowel with a key word ("the ee sound as in feet") so the whole team hears the same target. Score correct when the vowel matches the target within the student's dialect; regional vowel differences are not errors. The same scorer should rate probes, and recording is strongly recommended.
- Limits
- Vowel judgments are subjective and dialect-sensitive, so reliability is a concern. If vowel errors are widespread and inconsistent, the SLP may prefer a motor-based approach with syllable-shape goals (see sl-phon-014) rather than one vowel at a time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-009.
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Goal
By the annual IEP review date, given 20 picture or word cards containing Blank to fill in: [target vowel, e.g. /i/ as in "feet" or the diphthong in "boat"], the student will produce the target vowel correctly in each word independently with at least 80% accuracy on target-vowel productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [target vowel]. 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. 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 Articulation.
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 - Articulation
- Baseline
- 40% accuracy.
- Annual goal398 characters
- By the annual IEP review date, given 20 picture or word cards containing [target vowel, e.g. /i/ as in "feet" or the diphthong in "boat"], the student will produce the target vowel correctly in each word independently with at least 80% accuracy on target-vowel productions, 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 20 picture or word cards containing [target vowel, e.g. /i/ as in "feet" or the diphthong in "boat"]
- Behavior
- The student will produce the target vowel correctly in each word independently
- Criteria
- With at least 80% accuracy on target-vowel productions, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on target-vowel productions
- 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 20 picture or word cards containing [target vowel, e.g. /i/ as in "feet" or the diphthong in "boat"], the student will produce the target vowel correctly in each word independently with at least 80% accuracy on target-vowel productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.