Produce the first consonant in words
When to use this goal
For students who leave off the first consonant of words ("at" for "cat", "all" for "ball"). This pattern is not typical at any age and is a priority target because it strongly reduces intelligibility. Base the choice on the SLP's phonological analysis.
- Baseline
- Probe 20 or more untrained words starting with a range of consonants and record whether any initial consonant is present. Check whether the student produces those consonants in other positions, which shows they are in the inventory. Check hearing, since missing initial sounds can relate to hearing.
- Tips
- Score a word correct when any consonant begins the word, even if it is not the exact target ("tat" for "cat" shows the pattern is changing); record the exact production. Pair with minimal pairs ("at/cat", "ice/mice") so the child hears why the sound matters. Because this pattern is atypical, the SLP may also look for other signs of motor speech difficulty.
- Limits
- Tracks one pattern in single words. This template does not diagnose; initial consonant deletion past early toddlerhood is a reason for a full evaluation, which must already be in place.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-009.
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Goal
By the annual IEP review date, given 20 pictures of consonant-vowel-consonant words that begin with a consonant the student can produce (such as ball, mop, dog), the student will produce the first consonant of each word independently with at least 80% accuracy on initial consonants in single words, 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 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
- 30% accuracy.
- Annual goal424 characters
- By the annual IEP review date, given 20 pictures of consonant-vowel-consonant words that begin with a consonant the student can produce (such as ball, mop, dog), the student will produce the first consonant of each word independently with at least 80% accuracy on initial consonants in single words, 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 pictures of consonant-vowel-consonant words that begin with a consonant the student can produce (such as ball, mop, dog)
- Behavior
- The student will produce the first consonant of each word independently
- Criteria
- With at least 80% accuracy on initial consonants in single words, 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 initial consonants in single words
- 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 pictures of consonant-vowel-consonant words that begin with a consonant the student can produce (such as ball, mop, dog), the student will produce the first consonant of each word independently with at least 80% accuracy on initial consonants in single words, 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.