Produce words with two different consonants without assimilation
When to use this goal
For students who make one consonant in a word match another ("gog" for "dog", "bub" for "bus"). Base the choice on the SLP's phonological analysis. The pattern often shows up only in words with certain sound combinations, so targets are chosen word by word.
- Baseline
- Probe 20 or more untrained words with different consonant combinations and record which direction the assimilation goes (the first sound changing to match the last, or the reverse) and which sound classes are involved. Confirm each consonant is produced correctly in words where it appears alone.
- Tips
- Score a word correct when the two consonants are different, even if one is slightly off; record the exact production. Choose target words based on the baseline pattern (for example, front-back combinations if those are the ones affected). Two-colored blocks or picture cues help a young child see that the word has two different sounds.
- Limits
- Assimilation is word-specific, so progress may show on some words before others and probes must sample the same combinations. Tracks one pattern in single words.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-012.
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Goal
By the annual IEP review date, given 20 pictures of one-syllable words with two different consonants (such as dog, cup, bus, top), the student will produce both consonants in each word as different sounds independently with at least 80% accuracy on words produced without assimilation, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 35% 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
- 35% accuracy.
- Annual goal410 characters
- By the annual IEP review date, given 20 pictures of one-syllable words with two different consonants (such as dog, cup, bus, top), the student will produce both consonants in each word as different sounds independently with at least 80% accuracy on words produced without assimilation, 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 one-syllable words with two different consonants (such as dog, cup, bus, top)
- Behavior
- The student will produce both consonants in each word as different sounds independently
- Criteria
- With at least 80% accuracy on words produced without assimilation, 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 words produced without assimilation
- 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 one-syllable words with two different consonants (such as dog, cup, bus, top), the student will produce both consonants in each word as different sounds independently with at least 80% accuracy on words produced without assimilation, 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.