Produce the voiced and voiceless contrast in minimal pairs
When to use this goal
For students who voice consonants before vowels ("bea" for "pea") or devoice consonants at the ends of words ("back" for "bag"). Use the SLP's phonological analysis to decide which position to target first.
- Baseline
- Probe voiced and voiceless pairs in initial and final positions and record which direction the error goes. Check whether the student can hear the contrast by pointing to the picture the SLP names; perception often needs work first (sl-phon-013). Vowel length before final consonants is a cue listeners use, so record it too.
- Tips
- Score correct when a listener would pick the intended picture. Final-position voicing is subtle in many dialects, so define correct as the contrast being audible, not as a fully voiced final sound. Individualize the pairs to the student's pattern (prevocalic voicing or final devoicing).
- Limits
- Voicing differences are hard to hear, so scorer agreement matters; recording helps. Some final devoicing is typical in certain dialects and languages, so gather language background before treating it as an error.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-011.
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Goal
By the annual IEP review date, given 20 minimal-pair picture cards contrasting voiced and voiceless consonants in the position being practiced (such as pea/bee, back/bag, cap/cab), the student will produce the voicing contrast so each word in the pair is distinct independently with at least 80% accuracy on voicing-contrast 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 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
- 40% accuracy.
- Annual goal462 characters
- By the annual IEP review date, given 20 minimal-pair picture cards contrasting voiced and voiceless consonants in the position being practiced (such as pea/bee, back/bag, cap/cab), the student will produce the voicing contrast so each word in the pair is distinct independently with at least 80% accuracy on voicing-contrast 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 minimal-pair picture cards contrasting voiced and voiceless consonants in the position being practiced (such as pea/bee, back/bag, cap/cab)
- Behavior
- The student will produce the voicing contrast so each word in the pair is distinct independently
- Criteria
- With at least 80% accuracy on voicing-contrast 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 voicing-contrast 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 minimal-pair picture cards contrasting voiced and voiceless consonants in the position being practiced (such as pea/bee, back/bag, cap/cab), the student will produce the voicing contrast so each word in the pair is distinct independently with at least 80% accuracy on voicing-contrast 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.