Produce target syllable shapes in imitation
When to use this goal
For students whose errors are inconsistent and increase with word length, which can point to motor planning difficulty rather than a single sound or pattern. Goals are written by syllable shape (CV, CVC, CVCV) and the sounds the student already has. Base the choice on the SLP's motor speech assessment.
- Baseline
- Probe each syllable shape (CV, VC, CVC, CVCV, CVCVC) with sounds the student already produces, 10 trials each, and record consistency across repeated attempts of the same word. Record the cue level needed. Inconsistent errors on the same word across trials are the key observation for the SLP.
- Tips
- Supports are listed from most to least help on purpose; motor-based approaches fade from simultaneous production to a delayed model to spontaneous use. Record the support level with every trial. Score correct when all sounds are present in the right order; small distortions are noted but not scored as errors at first. Use a small set of functional words practiced many times per session rather than many words once.
- Limits
- This template structures a motor-speech goal but does not prescribe a method or diagnose childhood apraxia of speech, which is the SLP's decision after assessment. Progress can be slow and uneven; look at trends across weeks. Pair with AAC goals when speech alone does not meet the student's needs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-014.
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Goal
By the annual IEP review date, given 20 trials of Blank to fill in: [target syllable shape, e.g. consonant-vowel-consonant words such as "mop" and "bed"] using sounds already in the student's inventory, the student will produce each target word with all sounds in the correct order after a simultaneous model (saying the word together with the SLP) with at least 80% accuracy on target syllable-shape 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 check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [target syllable shape]. 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
- 25% accuracy.
- Annual goal520 characters
- By the annual IEP review date, given 20 trials of [target syllable shape, e.g. consonant-vowel-consonant words such as "mop" and "bed"] using sounds already in the student's inventory, the student will produce each target word with all sounds in the correct order after a simultaneous model (saying the word together with the SLP) with at least 80% accuracy on target syllable-shape 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 trials of [target syllable shape, e.g. consonant-vowel-consonant words such as "mop" and "bed"] using sounds already in the student's inventory
- Behavior
- The student will produce each target word with all sounds in the correct order after a simultaneous model (saying the word together with the SLP)
- Criteria
- With at least 80% accuracy on target syllable-shape 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 target syllable-shape 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 trials of [target syllable shape, e.g. consonant-vowel-consonant words such as "mop" and "bed"] using sounds already in the student's inventory, the student will produce each target word with all sounds in the correct order after a simultaneous model (saying the word together with the SLP) with at least 80% accuracy on target syllable-shape 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.