Keep hissing sounds like /s/ in words
When to use this goal
For young children who leave out or replace strident sounds such as /s/, /z/, /f/, "sh", and "ch" ("un" for sun, "i" for fish). Stridency deletion makes speech hard to understand because many words lose a sound. Base the choice on the SLP's phonological analysis.
- Baseline
- Probe strident sounds in each position and note whether they are dropped or replaced. Count a word correct when a strident sound is present even if it is not the exact one (for example, "sh" for /s/), since the pattern, not the exact sound, is the target at this stage.
- Tips
- Score the pattern: a strident sound present counts as correct. Individual sound accuracy can be addressed later with articulation templates. Long, noisy sounds are easy to show with a hand sliding along the arm, which many young children enjoy.
- Limits
- Word level only. Stridency deletion is less common than other patterns and often occurs with several others; the SLP decides the order of targets.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-029.
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Goal
By the annual IEP review date, given 20 picture cards of words that start or end with a strident sound (such as sun, fish, shoe, bus), the student will say each word with the strident sound included independently with at least 75% accuracy on words with the strident sound present, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 20% 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
- 20% accuracy.
- Annual goal406 characters
- By the annual IEP review date, given 20 picture cards of words that start or end with a strident sound (such as sun, fish, shoe, bus), the student will say each word with the strident sound included independently with at least 75% accuracy on words with the strident sound present, 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 picture cards of words that start or end with a strident sound (such as sun, fish, shoe, bus)
- Behavior
- The student will say each word with the strident sound included independently
- Criteria
- With at least 75% accuracy on words with the strident sound present, 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 75% accuracy on words with the strident sound present
- 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 picture cards of words that start or end with a strident sound (such as sun, fish, shoe, bus), the student will say each word with the strident sound included independently with at least 75% accuracy on words with the strident sound present, 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.