Say voiced "th" in the, this, and they
When to use this goal
For students who replace voiced "th" with /d/ or /v/ in very frequent words (the, this, that, they, there, with) when that is not part of their dialect. Because these words come up in nearly every sentence, correct use makes a large difference to how speech sounds. Base the choice on a sentence probe and a dialect check.
- Baseline
- Score every voiced "th" in 10 sentences and a short passage. Check the dialect question first: /d/ for voiced "th" at the start of words ("dis" for this) is common in several English dialects and in some second-language patterns, and is not a speech disorder.
- Tips
- Score each voiced "th" in the target words. Because these words are short and unstressed, the "th" is quick and light; a light tongue touch counts. Pair with voiceless "th" (sl-art-046) if both are in error.
- Limits
- Unstressed function words are often reduced in natural speech, so very high accuracy in conversation is not a reasonable target. Not appropriate where the pattern is part of the student's dialect or a language-learning pattern; the team must check this before writing the goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-047.
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Goal
By the annual IEP review date, given 10 sentences, each with two or more of the words the, this, that, they, there, them, or with, the student will produce voiced "th" with the tongue forward and the voice on in each target word in the sentence independently with at least 85% accuracy on voiced "th" productions in connected speech, 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 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
- 40% accuracy.
- Annual goal458 characters
- By the annual IEP review date, given 10 sentences, each with two or more of the words the, this, that, they, there, them, or with, the student will produce voiced "th" with the tongue forward and the voice on in each target word in the sentence independently with at least 85% accuracy on voiced "th" productions in connected speech, 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 two or more of the words the, this, that, they, there, them, or with
- Behavior
- The student will produce voiced "th" with the tongue forward and the voice on in each target word in the sentence independently
- Criteria
- With at least 85% accuracy on voiced "th" productions in connected speech, 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 85% accuracy on voiced "th" productions in connected speech
- 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 two or more of the words the, this, that, they, there, them, or with, the student will produce voiced "th" with the tongue forward and the voice on in each target word in the sentence independently with at least 85% accuracy on voiced "th" productions in connected speech, 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.