Judge own recorded words for the target pattern
When to use this goal
For students who produce the target pattern correctly when reminded but do not notice when they slip back. Judging their own recorded words builds the monitoring needed for carryover. Base the choice on sl-phon-013 data (perceiving the contrast in others' speech).
- Baseline
- Record 20 of the student's productions with a mix of correct and incorrect, play them back, and record each judgment against the SLP's. Compare with judgments of the SLP's productions (sl-art-006 style); judging one's own voice is usually harder.
- Tips
- Score a judgment correct when it matches the SLP's. Keep the mix near half correct and half incorrect so chance is 50%. Use playful labels ("got it" and "old way") for young students. Once judgments are reliable, ask the student to self-correct live (sl-art-005 is the articulation version).
- Limits
- Judging after the fact is easier than catching errors while talking. High accuracy here does not guarantee carryover. Chance is 50%, so 20 items are needed for a meaningful score.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-017.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when listening to a recording of 20 of their own words that contain the target pattern, the student will judge each recorded word as correct or incorrect for the target pattern independently with at least 85% accuracy on judgments of own recorded productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 50% 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
- 50% accuracy.
- Annual goal415 characters
- By the annual IEP review date, when listening to a recording of 20 of their own words that contain the target pattern, the student will judge each recorded word as correct or incorrect for the target pattern independently with at least 85% accuracy on judgments of own recorded 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
- When listening to a recording of 20 of their own words that contain the target pattern
- Behavior
- The student will judge each recorded word as correct or incorrect for the target pattern independently
- Criteria
- With at least 85% accuracy on judgments of own recorded 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 85% accuracy on judgments of own recorded 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, when listening to a recording of 20 of their own words that contain the target pattern, the student will judge each recorded word as correct or incorrect for the target pattern independently with at least 85% accuracy on judgments of own recorded 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.