Produce /l/ and /r/ in words without gliding
When to use this goal
For students who replace /l/ and /r/ with /w/ or /j/ ("wabbit" for "rabbit", "yeaf" for "leaf") past the age the pattern usually resolves. Use the SLP's phonological analysis and stimulability for each liquid to decide whether to start with /l/ or /r/.
- Baseline
- Probe 20 or more untrained words with /l/ and 20 with /r/ in initial and medial positions and record each production. /l/ is usually stimulable earlier than /r/; if only one is stimulable, start there. Note whether gliding also affects blends ("bwue" for "blue").
- Tips
- Score a production correct when a liquid is produced rather than a glide, even if the liquid is slightly distorted; record distortions so the SLP can decide whether an articulation goal (sl-art-020 for vocalic /r/) follows. Minimal pairs such as "wake/lake" and "wing/ring" make the contrast meaningful (sl-phon-005).
- Limits
- Gliding of /r/ often persists after /l/ resolves; expect to revise the goal to /r/ only. Single-word accuracy does not show connected speech (sl-phon-006).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-007.
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Goal
By the annual IEP review date, given 20 picture cards of words that begin with /l/ or /r/, the student will independently produce /l/ or /r/ in each word instead of substituting /w/ or /j/ with at least 80% accuracy on liquid productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 25% 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 Phonological Processes.
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 - Phonological Processes
- Baseline
- 25% accuracy.
- Annual goal363 characters
- By the annual IEP review date, given 20 picture cards of words that begin with /l/ or /r/, the student will independently produce /l/ or /r/ in each word instead of substituting /w/ or /j/ with at least 80% accuracy on liquid 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 of words that begin with /l/ or /r/
- Behavior
- The student will independently produce /l/ or /r/ in each word instead of substituting /w/ or /j/
- Criteria
- With at least 80% accuracy on liquid 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 liquid 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 of words that begin with /l/ or /r/, the student will independently produce /l/ or /r/ in each word instead of substituting /w/ or /j/ with at least 80% accuracy on liquid 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.