Produce early-developing sounds in words during play
When to use this goal
For preschool students who are missing early-developing consonants (for example, /p/, /b/, /m/, /n/, /d/, /h/, or /w/) that most children their age already use. Base the choice on a speech sound assessment and parent report. Many preschoolers are still developing later sounds; those are not targets at this age.
- Baseline
- Record a play session set up with items whose names contain the target sound and score the first 10 productions. Check hearing screening results, since missing early sounds can relate to hearing. Ask the family which words the child says at home.
- Tips
- Plan the play so the target words come up naturally and often (bubbles for /b/, a baby doll for /b/ and /d/). Score the first 10 productions of target words in the session; correct means the target sound is present without substitution. Models inside play are expected at this age; record whether each production followed a model. Share the word list with the family and the classroom.
- Limits
- Play samples vary in how many target words occur. Preschoolers tire and lose interest quickly, so keep probes short. This template is for sounds that are late for the child's age; the SLP decides which sounds are expected at that age.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-017.
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Goal
By the annual IEP review date, during a 15-minute play routine (such as snack, blocks, or pretend kitchen) set up to elicit 10 or more words with Blank to fill in: [target early sound, e.g. /b/ in ball, bubble, bye], the student will produce the target sound in words during the activity after an adult model within the play with at least 80% accuracy on target-sound productions during play, across 3 consecutive weekly play probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [target early sound]. 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
- 30% accuracy.
- Annual goal480 characters
- By the annual IEP review date, during a 15-minute play routine (such as snack, blocks, or pretend kitchen) set up to elicit 10 or more words with [target early sound, e.g. /b/ in ball, bubble, bye], the student will produce the target sound in words during the activity after an adult model within the play with at least 80% accuracy on target-sound productions during play, across 3 consecutive weekly play probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute play routine (such as snack, blocks, or pretend kitchen) set up to elicit 10 or more words with [target early sound, e.g. /b/ in ball, bubble, bye]
- Behavior
- The student will produce the target sound in words during the activity after an adult model within the play
- Criteria
- With at least 80% accuracy on target-sound productions during play, across 3 consecutive weekly play 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 80% accuracy on target-sound productions during play
- Mastery rule:
- across 3 consecutive weekly play probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute play routine (such as snack, blocks, or pretend kitchen) set up to elicit 10 or more words with [target early sound, e.g. /b/ in ball, bubble, bye], the student will produce the target sound in words during the activity after an adult model within the play with at least 80% accuracy on target-sound productions during play, across 3 consecutive weekly play 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.