Think of and say target-sound words
When to use this goal
For students accurate when naming pictures who need practice choosing and saying their own target-sound words, which is closer to real talk. The student thinks of words in a category or for a clue and says them. Base the choice on picture-naming accuracy and the student's vocabulary.
- Baseline
- Score the sound in each word the student generates; if the student cannot think of a word, give a hint and record it as a supported trial. Compare with picture-naming accuracy on similar words.
- Tips
- Each word the student generates is one trial, scored correct when the target sound is produced correctly. Score the target sound only. Words the student chooses are unpredictable, which is the value of the task; keep a list of them as a record of sound positions and word lengths. The riddle condition works well with a group of students.
- Limits
- Mixes word-finding and speech; a student with word-retrieval difficulty may need more hints, which affects scores. Still word level.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-067.
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Goal
By the annual IEP review date, when asked to name 10 words that contain the target sound in a given category (such as animals or foods), the student will say a self-chosen target-sound word on each turn with the sound produced correctly independently in at least 9 of 10 trials, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 5 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
- 5 of 10 opportunities.
- Annual goal403 characters
- By the annual IEP review date, when asked to name 10 words that contain the target sound in a given category (such as animals or foods), the student will say a self-chosen target-sound word on each turn with the sound produced correctly independently in at least 9 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
- When asked to name 10 words that contain the target sound in a given category (such as animals or foods)
- Behavior
- The student will say a self-chosen target-sound word on each turn with the sound produced correctly independently
- Criteria
- In at least 9 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 9 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, when asked to name 10 words that contain the target sound in a given category (such as animals or foods), the student will say a self-chosen target-sound word on each turn with the sound produced correctly independently in at least 9 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.