Keep /s/ behind the teeth in sentences
When to use this goal
For students who make a correct /s/ and /z/ in single words but let the tongue slip forward (frontal lisp) or sideways (lateral lisp) when the words are in sentences. Base the choice on word-level data and a sentence probe. Present levels, not grade, decide fit.
- Baseline
- Score every /s/ and /z/ in 10 sentences and note which positions and blends break down first. Compare with single-word accuracy on the same words. Note the error type (frontal or lateral) for each incorrect sound.
- Tips
- Each sentence is one trial, scored correct when every /s/ and /z/ in it is undistorted. Score every /s/ and /z/ in the sentence, not only the first. The picture-description condition is self-generated speech and is harder than reading. Final /z/ in plurals (dogs, shoes) is common and worth tracking separately if it lags; see sl-art-029.
- Limits
- Lisps are easy to miss in fast speech, so live scoring can overcount correct productions; record and recheck a sample. A mild distortion that does not affect intelligibility may not warrant ongoing services for an older student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-028.
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Goal
By the annual IEP review date, given 10 sentences, each with three or more /s/ and /z/ sounds in different word positions, the student will produce /s/ and /z/ with the tongue behind the teeth throughout each sentence independently in at least 8 of 10 trials, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 4 of 10 opportunities.
- 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. Opportunities 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 opportunities 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
- 4 of 10 opportunities.
- Annual goal384 characters
- By the annual IEP review date, given 10 sentences, each with three or more /s/ and /z/ sounds in different word positions, the student will produce /s/ and /z/ with the tongue behind the teeth throughout each sentence independently in at least 8 of 10 trials, 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 10 sentences, each with three or more /s/ and /z/ sounds in different word positions
- Behavior
- The student will produce /s/ and /z/ with the tongue behind the teeth throughout each sentence independently
- Criteria
- In at least 8 of 10 trials, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 trials
- 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 10 sentences, each with three or more /s/ and /z/ sounds in different word positions, the student will produce /s/ and /z/ with the tongue behind the teeth throughout each sentence independently in at least 8 of 10 trials, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.