Say /r/ at the start of words
When to use this goal
For students who glide /r/ to /w/ or distort it at the start of words (red, rain, rope) after the age when /r/ is expected, and who are stimulable for at least an approximate /r/. Present levels and the SLP's probe, not grade, decide fit. Gliding in a 4-year-old is usually part of typical development; for young children whose errors form patterns, see the phonological process templates.
- Baseline
- Probe 5 words with /r/ before each of several vowels (as in reed, red, road, rude) and record each as correct, distorted, or replaced with /w/. Try both a retroflex and a bunched tongue shape during stimulability testing; most students find one easier, and that shape becomes the cue.
- Tips
- Score each production correct only when the /r/ is clearly heard; a sound between /w/ and /r/ is incorrect and noted as an approximation, which is still useful progress data. The placement cue is whichever tongue shape the student can find, so write the chosen cue into the support. When word accuracy holds, move to /r/ in phrases (sl-art-024) or the general sentence template (sl-art-002).
- Limits
- Word-level /r/ does not carry over on its own; plan the sentence and conversation steps. Some students take a long time to establish /r/, and a plateau after months of drill is a reason to change the approach, for example to a facilitating context (sl-art-023) or visual feedback (sl-art-025).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-022.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 20 picture or word cards with /r/ at the start of the word, before a variety of vowels, the student will independently produce /r/ at the start of each word without substituting /w/ or a distorted sound with at least 80% accuracy on prevocalic /r/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 25% 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 Articulation.
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 - Articulation
- Baseline
- 25% accuracy.
- Annual goal422 characters
- By the annual IEP review date, given 20 picture or word cards with /r/ at the start of the word, before a variety of vowels, the student will independently produce /r/ at the start of each word without substituting /w/ or a distorted sound with at least 80% accuracy on prevocalic /r/ 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 with /r/ at the start of the word, before a variety of vowels
- Behavior
- The student will independently produce /r/ at the start of each word without substituting /w/ or a distorted sound
- Criteria
- With at least 80% accuracy on prevocalic /r/ 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 prevocalic /r/ 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 with /r/ at the start of the word, before a variety of vowels, the student will independently produce /r/ at the start of each word without substituting /w/ or a distorted sound with at least 80% accuracy on prevocalic /r/ 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.