Replace glottal stops with the real consonant
When to use this goal
For children who replace consonants in the middle or at the end of words with a glottal stop, the catch in the throat heard in "uh-oh" ("bo'le" for bottle, "ca'" for cat). Base the choice on the SLP's analysis. Some dialects use a glottal stop for /t/ in certain words as a normal feature; only target glottal stops that the child's dialect does not use.
- Baseline
- Probe medial and final consonants and mark each glottal replacement. Check the family's dialect: in some English dialects, a glottal stop for /t/ in words like "button" or "water" is typical and should not be targeted.
- Tips
- Score correct when a real consonant replaces the glottal stop, even if it is not the exact consonant. Lip sounds are easiest to see and are often a good start. Glottal replacement is less typical in development and is often a priority.
- Limits
- Persistent glottal stops can be linked to structural differences such as a cleft palate; if the child has a history of cleft or nasal speech, work with the cleft team. Word level only.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-030.
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Goal
By the annual IEP review date, given 20 picture cards of words with a consonant in the middle or at the end (such as bottle, kitten, cup, bed), the student will say each word with the consonant produced in place of a glottal stop independently with at least 75% accuracy on consonants produced in place of glottal stops, 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 goal445 characters
- By the annual IEP review date, given 20 picture cards of words with a consonant in the middle or at the end (such as bottle, kitten, cup, bed), the student will say each word with the consonant produced in place of a glottal stop independently with at least 75% accuracy on consonants produced in place of glottal stops, 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 with a consonant in the middle or at the end (such as bottle, kitten, cup, bed)
- Behavior
- The student will say each word with the consonant produced in place of a glottal stop independently
- Criteria
- With at least 75% accuracy on consonants produced in place of glottal stops, 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 consonants produced in place of glottal stops
- 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 with a consonant in the middle or at the end (such as bottle, kitten, cup, bed), the student will say each word with the consonant produced in place of a glottal stop independently with at least 75% accuracy on consonants produced in place of glottal stops, 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.