Shape /r/ from a helping sound context
When to use this goal
For students who cannot yet find a correct /r/ in any word but can produce a near-correct /r/ next to certain sounds, such as after /k/ or /g/ (as in crow, grape) or from a stretched "er". Base the choice on stimulability testing across contexts. It suits students who have stalled with direct placement cues.
- Baseline
- Probe /r/ after /k/, /g/, and /t/, inside a stretched "er", and after a tongue-back vowel, with 5 tries each. Record which contexts produce even an approximate /r/. A student with no facilitating context at all may need visual feedback or a different approach, which the SLP decides.
- Tips
- Score only the /r/, not the helping sound. The matched-pair condition is the bridge out of the helping context: when the student keeps /r/ correct in the second word of each pair, move to prevocalic words (sl-art-022). Record the specific helping context used so the next SLP can pick up where this one left off.
- Limits
- A facilitating context gets the sound started; it is not the end goal, and accuracy inside the context can look high while words without it stay incorrect. Track both. Context effects differ between students, so a published list of helping contexts is a starting point, not a rule.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-023.
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Goal
By the annual IEP review date, given 20 words in which /r/ follows the helping sound found during baseline (such as /k/ in "cry" or "er" in "fur"), the student will produce a correct /r/ in words that contain the helping sound independently with at least 75% accuracy on /r/ productions in helping contexts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 15% 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
- 15% accuracy.
- Annual goal432 characters
- By the annual IEP review date, given 20 words in which /r/ follows the helping sound found during baseline (such as /k/ in "cry" or "er" in "fur"), the student will produce a correct /r/ in words that contain the helping sound independently with at least 75% accuracy on /r/ productions in helping contexts, 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 words in which /r/ follows the helping sound found during baseline (such as /k/ in "cry" or "er" in "fur")
- Behavior
- The student will produce a correct /r/ in words that contain the helping sound independently
- Criteria
- With at least 75% accuracy on /r/ productions in helping contexts, 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 75% accuracy on /r/ productions in helping contexts
- 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 words in which /r/ follows the helping sound found during baseline (such as /k/ in "cry" or "er" in "fur"), the student will produce a correct /r/ in words that contain the helping sound independently with at least 75% accuracy on /r/ productions in helping contexts, 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.