Tell the target voice from the strained voice
When to use this goal
For students starting voice therapy who cannot yet hear or feel the difference between their strained voice and the easier target voice. Discrimination usually comes before production goals. Base the choice on the SLP's voice evaluation, following a medical evaluation.
- Baseline
- Present 20 phrases with about half in each voice, in random order, and record each judgment. Repeat with recordings of the student's own voice; judging one's own voice is harder. Baseline near 50% means the contrast is not yet heard.
- Tips
- Score correct when the judgment matches the voice the SLP produced or the SLP's rating of a recording. Keep the contrast clear at first, then make it subtler. Use the student's own labels for the two voices. Move to production (sl-voi-001, sl-voi-006) once discrimination is reliable.
- Limits
- Hearing the difference does not mean the student can produce the target voice. Chance is 50%, so use 20 items. Voice therapy goals follow a medical (ENT or laryngology) evaluation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-voi-005.
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Goal
By the annual IEP review date, when the SLP says 20 short phrases, some in a strained or pressed voice and some in the target easy voice, the student will identify each phrase as the easy voice or the strained voice by pointing to a picture or saying the label independently with at least 90% accuracy on voice-quality judgments, 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 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 Voice.
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 - Voice
- Baseline
- 55% accuracy.
- Annual goal454 characters
- By the annual IEP review date, when the SLP says 20 short phrases, some in a strained or pressed voice and some in the target easy voice, the student will identify each phrase as the easy voice or the strained voice by pointing to a picture or saying the label independently with at least 90% accuracy on voice-quality judgments, 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 the SLP says 20 short phrases, some in a strained or pressed voice and some in the target easy voice
- Behavior
- The student will identify each phrase as the easy voice or the strained voice by pointing to a picture or saying the label independently
- Criteria
- With at least 90% accuracy on voice-quality judgments, 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 voice-quality judgments
- 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 the SLP says 20 short phrases, some in a strained or pressed voice and some in the target easy voice, the student will identify each phrase as the easy voice or the strained voice by pointing to a picture or saying the label independently with at least 90% accuracy on voice-quality judgments, 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.