Bite the lip gently for /f/ and /v/
When to use this goal
For young children who replace /f/ and /v/ with /p/, /b/, or /w/ ("pish" for fish, "bote" for vote) past the age when /f/ is usually established. Base the choice on the SLP's probe. For a child stopping several fricatives, see sl-phon-004.
- Baseline
- Probe /f/ and /v/ in each position. Note whether the child can hold the sound ("fffff") on request; a sound that can be held is easier to shape into words.
- Tips
- Score correct when the SLP hears friction from the lip and teeth. /V/ often comes after /f/; target /f/ first if needed. Final /f/ (leaf, off) is often easiest. Some languages lack /v/ or treat /v/ and /w/ as one sound; for bilingual learners, check the home language before treating the substitution as an error.
- Limits
- Word level only. If /f/ is stopped along with /s/ and "sh", a phonological approach usually fits better than sound-by-sound work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-051.
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Goal
By the annual IEP review date, given 20 picture cards with /f/ or /v/ at the start, middle, or end of the word (such as fish, coffee, leaf, van, seven, glove), the student will produce /f/ and /v/ with the top teeth resting on the bottom lip in each word independently with at least 80% accuracy on /f/ and /v/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal448 characters
- By the annual IEP review date, given 20 picture cards with /f/ or /v/ at the start, middle, or end of the word (such as fish, coffee, leaf, van, seven, glove), the student will produce /f/ and /v/ with the top teeth resting on the bottom lip in each word independently with at least 80% accuracy on /f/ and /v/ 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 cards with /f/ or /v/ at the start, middle, or end of the word (such as fish, coffee, leaf, van, seven, glove)
- Behavior
- The student will produce /f/ and /v/ with the top teeth resting on the bottom lip in each word independently
- Criteria
- With at least 80% accuracy on /f/ and /v/ 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 /f/ and /v/ 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 cards with /f/ or /v/ at the start, middle, or end of the word (such as fish, coffee, leaf, van, seven, glove), the student will produce /f/ and /v/ with the top teeth resting on the bottom lip in each word independently with at least 80% accuracy on /f/ and /v/ 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.