Tell /v/ from /b/ in spoken word pairs
When to use this goal
For students who say /b/ for /v/ ("berry" for very) when this is not a pattern carried over from their home language. In Spanish and several other languages /b/ and /v/ are not separate sounds, so for English learners this is language learning, not a speech goal. Base the choice on a probe and a language history.
- Baseline
- Probe 20 /v/ words and 10 pairs. Take a language history: if the student is learning English and the home language does not separate /b/ and /v/, consult the English learner teacher rather than writing a speech goal.
- Tips
- Score correct when the listener picks the intended word and the SLP hears /v/. Move to sentences once pairs hold.
- Limits
- Not appropriate when the pattern reflects the student's home language. Pair accuracy in therapy does not show use in conversation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-087.
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Goal
By the annual IEP review date, given 10 /v/ and /b/ word pairs (such as vest and best, vote and boat), the student will say each word so the listener can tell the /v/ word from the /b/ word independently with at least 85% accuracy on /v/ and /b/ minimal pair productions, 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 goal396 characters
- By the annual IEP review date, given 10 /v/ and /b/ word pairs (such as vest and best, vote and boat), the student will say each word so the listener can tell the /v/ word from the /b/ word independently with at least 85% accuracy on /v/ and /b/ minimal pair 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 10 /v/ and /b/ word pairs (such as vest and best, vote and boat)
- Behavior
- The student will say each word so the listener can tell the /v/ word from the /b/ word independently
- Criteria
- With at least 85% accuracy on /v/ and /b/ minimal pair 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 85% accuracy on /v/ and /b/ minimal pair 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 10 /v/ and /b/ word pairs (such as vest and best, vote and boat), the student will say each word so the listener can tell the /v/ word from the /b/ word independently with at least 85% accuracy on /v/ and /b/ minimal pair 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.