Name own vocal misuse situations and an alternative for each
When to use this goal
For students whose voice plan includes reducing vocally harmful habits (yelling, throat clearing, loud talking over noise, voice sounds in play) and who need to recognize when and where they happen. Base the choice on the voice evaluation following a medical evaluation.
- Baseline
- Interview the student and score with the rubric. Ask the family and teachers where the student's voice is loudest or most strained, since students often leave those out. This feeds the situations list used by sl-voi-003 and sl-voi-008.
- Tips
- Score each row 0 to 2 from the interview. The alternatives should be ones the student agrees to try (a hand signal, moving closer, a water sip instead of throat clearing). Knowledge is the first step; sl-voi-003, sl-voi-008, and sl-voi-009 measure whether habits change.
- Limits
- Naming habits does not change them. Young students may not reliably report their own habits; use adult report. 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-007.
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Goal
By the annual IEP review date, when asked by the SLP to describe their voice habits during a structured interview, the student will name at least three situations in which they strain their voice and a voice-saving alternative for each independently, earning a score of at least 7 out of 8 on a 4-row vocal hygiene knowledge rubric scored 0 to 2 per row, on 3 consecutive biweekly checks, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 2 out of 8 rubric points.
- Annual goal455 characters
- By the annual IEP review date, when asked by the SLP to describe their voice habits during a structured interview, the student will name at least three situations in which they strain their voice and a voice-saving alternative for each independently, earning a score of at least 7 out of 8 on a 4-row vocal hygiene knowledge rubric scored 0 to 2 per row, on 3 consecutive biweekly checks, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When asked by the SLP to describe their voice habits during a structured interview
- Behavior
- The student will name at least three situations in which they strain their voice and a voice-saving alternative for each independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row vocal hygiene knowledge rubric scored 0 to 2 per row, on 3 consecutive biweekly checks
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row vocal hygiene knowledge rubric scored 0 to 2 per row
- Mastery rule:
- on 3 consecutive biweekly checks
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when asked by the SLP to describe their voice habits during a structured interview, the student will name at least three situations in which they strain their voice and a voice-saving alternative for each independently, earning a score of at least 7 out of 8 on a 4-row vocal hygiene knowledge rubric scored 0 to 2 per row, on 3 consecutive biweekly checks, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names personal vocal misuse habits (0 = none, 1 = one, 2 = three or more) | Names the situations where each habit happens | Names a realistic alternative for each habit | Explains in their own words why the alternative is easier on the voice | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row vocal hygiene knowledge rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.