Explain how to make the target sound
When to use this goal
For students who are learning to cue themselves. Being able to tell where the tongue goes, what the lips do, and how the air or voice works helps the student fix errors without the SLP. Base the choice on the student's age and interest; this is a supporting goal alongside a production goal.
- Baseline
- Ask the student to explain the sound with no picture and score each row. Note which words the student uses for mouth parts; build on those words rather than replacing them.
- Tips
- Score each row 0 (missing), 1 (partly correct), or 2 (correct). Accept any words or gestures that show the idea; younger students may say "tongue up" or "snake air". Teaching someone else is a strong test because the student must put the cue into words.
- Limits
- Knowing how a sound is made does not mean the student can make it. Keep a production goal alongside this one. Not every student needs this goal; for some, metalinguistic talk adds little.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-071.
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Goal
By the annual IEP review date, when asked by the SLP to teach a puppet, peer, or family member how to make the target sound, the student will explain where the tongue goes, what the lips do, and how the air or voice is used for the target sound independently, earning a score of at least 7 out of 8 on a 4-row sound explanation rubric scored 0 to 2 per row, across 3 consecutive therapy sessions, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 2 out of 8 rubric points.
- Annual goal463 characters
- By the annual IEP review date, when asked by the SLP to teach a puppet, peer, or family member how to make the target sound, the student will explain where the tongue goes, what the lips do, and how the air or voice is used for the target sound independently, earning a score of at least 7 out of 8 on a 4-row sound explanation rubric scored 0 to 2 per row, across 3 consecutive therapy sessions, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When asked by the SLP to teach a puppet, peer, or family member how to make the target sound
- Behavior
- The student will explain where the tongue goes, what the lips do, and how the air or voice is used for the target sound independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row sound explanation rubric scored 0 to 2 per row, across 3 consecutive therapy sessions
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row sound explanation rubric scored 0 to 2 per row
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when asked by the SLP to teach a puppet, peer, or family member how to make the target sound, the student will explain where the tongue goes, what the lips do, and how the air or voice is used for the target sound independently, earning a score of at least 7 out of 8 on a 4-row sound explanation rubric scored 0 to 2 per row, across 3 consecutive therapy sessions, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names where the tongue goes | Names what the lips or teeth do | Names how the air moves or whether the voice is on | Shows the sound correctly while explaining | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row sound explanation rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.