F sound IEP goals: 12 examples for /f/ and /v/

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

An f sound IEP goal names /f/ or /v/, the position, the level and a criterion with a denominator. Example: given 20 untrained picture words with /f/ in all positions, Sofia will rest her top teeth on her lower lip and say /f/, not /p/, in 17 of 20 words across 2 consecutive probes.

/f/ and /v/ are made the same way: top teeth resting lightly on the lower lip, air pushed through the gap. /f/ is voiceless and /v/ adds voice. The usual errors are stopping (/p/ for /f/, "pish" for fish, and /b/ for /v/, "berry" for very) and, for older students, a weak /v/ in the middle or end of words. These 12 goals cover both sounds from placement to conversation. Each has a condition, a baseline, a criterion and a template link. The numbers are illustrations.

The sound-by-sound overview is the articulation goals examples pillar, which has two /f/ and /v/ goals. This page goes further on position, the /v/ and /b/ contrast, and carryover.

Age and language checks

/f/ is an early sound. In a large review of US studies, most children produced /f/ by about 3 years, 11 months and /v/ by about 4 years, 11 months, using a 90% criterion.^[1] ASHA's speech sound page cites the same review.^[2] Stopping of /f/ past the fourth birthday is a reasonable target. If /s/ and "sh" are also stopped, write a pattern goal; see phonological processes IEP goals.

/v/ needs a language check. In Spanish, the letters b and v stand for the same sound, so a student learning English may say "berry" for very as a normal part of second language learning. Look at the student's home language before treating /b/ for /v/ as a disorder.^[3]

How to choose the right /f/ or /v/ goal

What you see now	Sub-skill to target	Measurement method
/p/ for /f/, cannot find lip placement	Placement and words	Opportunities: 20 trials or words
/f/ correct, /b/ for /v/ or weak final /v/	/v/ in all positions and the /v/ and /b/ contrast	Percent of 20 words; 10 minimal pairs
Correct in words, errors in sentences and retells	Sentences and retells	Percent of target words
Correct in structured tasks only	Conversation and home	Percent of target words in a 3-minute sample

Placement and word goals

With a mirror and a model, Sofia will place her top teeth on her lower lip and say /f/ in isolation and syllables in 16 of 20 trials across 3 sessions. Baseline: 5 of 20. Template.
Given 20 untrained picture words with /f/ in all positions, Sofia will say /f/, not /p/, in 17 of 20 words across 2 consecutive probes. Baseline: 6 of 20. Template.
Given 20 words ending in /f/ (such as leaf, knife and off), Jack will say final /f/ in 16 of 20 words across 3 sessions. Baseline: 7 of 20. Template.

Weak: "Sofia will produce /f/ with 80% accuracy." Measurable: The second goal in this section. It names the error to replace, the positions and that the words are untrained.

/v/ and the /v/ and /b/ contrast

Given 20 words with /v/ in the middle or at the end (such as seven, oven and five), Jack will say a clear voiced /v/ in 16 of 20 words. Baseline: 6 of 20. Template.
When the SLP says 10 word pairs such as "vest" and "best," Jack will point to the word he hears in 9 of 10 trials across 2 sessions. Baseline: 5 of 10. Template.
Given 20 untrained words starting with /f/ or /v/, Leah will say the fricative rather than /p/ or /b/ in 16 of 20 words. Baseline: 4 of 20. Template.

Weak: "Jack will say /v/ correctly." Measurable: The first goal in this section. It names the positions, gives examples and sets a count.

Sentence and retell goals

Using the carrier phrase "I have a ___," Leah will say /f/ and /v/ target words correctly in 18 of 20 phrases across 2 sessions. Baseline: 10 of 20. Template.
When retelling a short story with 10 /f/ and /v/ words, Sofia will say the sounds correctly in 9 of 10 target words on 2 consecutive retells. Baseline: 5 of 10. Template.
While reading a short passage aloud with 10 marked /f/ and /v/ words, Jack will say the sounds correctly in 8 of 10 words on 3 consecutive passages. Baseline: 4 of 10. Template.

Weak: "Leah will use /f/ in sentences." Measurable: The first goal in this section, with the phrase and the denominator.

Conversation and home goals

During a 3-minute conversation about a favorite game, Leah will say /f/ and /v/ correctly in 85% of target words on 2 of 3 monthly samples. Baseline: 40%. Template.
With a family member, Sofia will practice 10 /f/ words at home on 4 of 5 days each week, logged on a home sheet, for 6 weeks. Baseline: no home practice. Template.
During structured conversation, Jack will notice and fix his own /b/ for /v/ errors in 4 of 5 errors across 3 sessions. Baseline: 0 of 5. Template.

Weak: "Leah will carry over /f/ to conversation." Measurable: The first goal in this section. It sets the sample, the topic and the criterion.

How to measure /f/ and /v/ goals

Code each target word: C for correct, P for /p/, B for /b/, X for other errors such as a weak or devoiced /v/. Only C counts toward the goal. Probe 20 untrained words every 2 weeks, at the start of the session before practice, on the opportunity trial data sheet. The opportunities measurement guide explains how to score prompted responses.

/f/ and /v/ often move fast once the student finds the lip placement. One series for the untrained /f/ word goal: 6 of 20 in September, 12 of 20 in October, 17 of 20 in November. A student who meets a word goal by the second report should move up to sentences right away. The guide on what to do when a goal is met early covers the amendment.

For conversation, record 3 minutes and count every /f/ and /v/ word. Report percent correct of those words, not of all words.

Adapting by age

Age or grade	Typical focus	Example change
Age 4 to 5	Stopping of /f/, early /v/	Play probes, 10 to 15 words; pattern goal if /s/ is also stopped
K to 2	/f/ in all positions, /v/ in words	Picture cards, phonics words, home practice
Grades 3 and up	Weak or devoiced final /v/, self-monitoring	Reading passages, conversation samples

/f/ is often the sound a student swaps in for th. If the main error is "fink" for think, use the th sound IEP goals instead. "sh" goals are on IEP goals for sh, ch and j. Full templates are on the articulation goals page, and the goal checker flags a missing denominator.

Frequently asked questions

At what age should a child say /f/?

Most children say /f/ by about age 4 and /v/ by about age 5. A child who still says /p/ for /f/ after the fourth birthday is a reasonable candidate for a goal, especially if other fricatives are stopped too.

Is /b/ for /v/ a speech error in a Spanish-speaking student?

Often not. Spanish uses one sound for the letters b and v, so a student learning English may say /b/ for /v/ while learning. Check the home language before writing a goal for this error alone.

Why does a student say /f/ correctly but not in conversation?

Accuracy in drills does not move into talk on its own. Add sentence, retell and conversation steps, and practice in class and at home. A short self-monitoring goal often closes the gap.

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Sources

Children's English Consonant Acquisition in the United States: A Review (Crowe and McLeod, 2020), American Journal of Speech-Language Pathology, via PubMed
Speech Sound Disorders: Articulation and Phonology, ASHA
Multilingual Service Delivery in Audiology and Speech-Language Pathology, ASHA

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.