Point to the right picture when the SLP says minimal-pair words
When to use this goal
For students who do not yet hear the difference their phonological pattern erases ("tea" and "key" sound the same to them). Perception is often the first step before production goals. Base the choice on the SLP's assessment of speech perception.
- Baseline
- Present 20 pairs in random order with the target and the contrast each named about half the time. Chance is 50%, so a baseline near 50% means the contrast is not yet perceived. Check hearing screening results before setting the goal. Compare perception for the SLP's voice and for a recording.
- Tips
- Score each selection correct when it matches the word said. Say each word once in a natural voice without exaggeration or looking at the correct picture. Keep the target and contrast balanced so the student cannot pass by always picking one. Move to production (sl-phon-005) once perception is reliable, or run both in parallel.
- Limits
- Perceiving a contrast does not mean the student can produce it. Chance level is high, so short probes are unreliable; use 20 items. Students with hearing differences need audiology input first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-013.
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Goal
By the annual IEP review date, given 20 minimal-pair picture sets that contrast the student's error pattern with Blank to fill in: [target, e.g. tea/key, bow/boat, tore/store], with the SLP saying one word of each pair, the student will point to the picture that matches the word the SLP says independently with at least 90% accuracy on minimal-pair picture selections, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 55% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [target]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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.
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
- 55% accuracy.
- Annual goal476 characters
- By the annual IEP review date, given 20 minimal-pair picture sets that contrast the student's error pattern with [target, e.g. tea/key, bow/boat, tore/store], with the SLP saying one word of each pair, the student will point to the picture that matches the word the SLP says independently with at least 90% accuracy on minimal-pair picture selections, 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 sets that contrast the student's error pattern with [target, e.g. tea/key, bow/boat, tore/store], with the SLP saying one word of each pair
- Behavior
- The student will point to the picture that matches the word the SLP says independently
- Criteria
- With at least 90% accuracy on minimal-pair picture selections, 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 90% accuracy on minimal-pair picture selections
- 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 sets that contrast the student's error pattern with [target, e.g. tea/key, bow/boat, tore/store], with the SLP saying one word of each pair, the student will point to the picture that matches the word the SLP says independently with at least 90% accuracy on minimal-pair picture selections, 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.