Voice IEP goals for high school (grades 9 to 12)

• K-2, 3-5, 6-8, 9-12Percent accuracy

  Use the target vocal behavior in structured speaking tasks

  Target vocal behavior in structured tasks

  By the annual IEP review date, given 10 structured phrases or sentences during a therapy session, the student will produce each phrase or sentence using To choose for the student: the target vocal behavior (such as easy onset or a relaxed voice at the agreed loudness) independently with at least 80% accuracy on phrases and sentences produced with the target vocal behavior, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• K-2, 3-5, 6-8, 9-12Opportunities

  Use the target voice during classroom speaking

  Target vocal behavior in class

  By the annual IEP review date, during class speaking turns (such as answering a question, reading aloud, or partner talk), the student will use To choose for the student: the target voice (such as easy onset and agreed loudness) during the speaking turn independently in at least 4 of 5 opportunities, across 3 consecutive observations, as measured by direct observation collected every two weeks.

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• K-2, 3-5, 6-8, 9-12Percent accuracy

  Use easy onset on vowel-initial words, sentences, and reading

  Easy onset of voicing

  By the annual IEP review date, given 20 words beginning with a vowel, read or repeated, the student will independently start each vowel-initial word with an easy onset (a gentle, breathy start without a hard attack) with at least 85% accuracy on vowel-initial words produced with easy onset, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• 3-5, 6-8, 9-12Rubric score

  Name own vocal misuse situations and an alternative for each

  Naming vocal misuse and alternatives

  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.

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• 3-5, 6-8, 9-12Opportunities

  Self-chart vocal misuse episodes and match an adult's count

  Self-charting vocal misuse

  By the annual IEP review date, given a daily voice chart listing To choose for the student: their two or three target habits (such as yelling, throat clearing) and a defined observation period (such as recess and lunch), the student will tally each episode of the target habit during the period, producing a count within 2 of the adult observer's count independently in at least 4 of 5 opportunities, across 2 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during the defined period.

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• K-2, 3-5, 6-8, 9-12Frequency

  Reduce habitual throat clearing by using a voice-saving alternative

  Throat clearing and coughing habits

  By the annual IEP review date, during a 30-minute class period with a water bottle available, the student will reduce clearing their throat or coughing audibly (habitual, not illness-related) to no more than 3 times per 30-minute period, with a water bottle on the desk and a visual reminder card, across 3 consecutive observed periods, as measured by frequency recording collected twice weekly.

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See all 25 voice goals