Articulation /s/ and Lisp IEP goals
15 templates across 2 skills: articulation, phonological processes. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
15 templates · 2 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Articulation Speech & Language
Produce the target sound correctly in single words
Target sound in single words
By the annual IEP review date, given 20 picture or word cards containing To choose for the student: the target sound (such as /r/) in the initial, medial, and final word positions, the student will produce the target sound correctly in single words independently with at least 80% accuracy on target-sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Judge whether the target sound was produced correctly
Judging correct and incorrect productions
By the annual IEP review date, when the SLP says 20 words containing To choose for the student: the target sound (such as /s/), producing some correctly and some in error, the student will judge each production as correct or incorrect by saying "right" or "wrong" or pointing to a thumbs-up or thumbs-down card independently with at least 85% accuracy on correct-or-incorrect judgments of target-sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce /s/ and /z/ without a frontal or lateral lisp
/s/ and /z/ (lisp)
By the annual IEP review date, given 20 picture or word cards containing /s/ or /z/ in the initial, medial, and final positions, the student will produce /s/ and /z/ with the tongue behind the teeth and central airflow in each word independently with at least 80% accuracy on /s/ and /z/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Find a central /s/ for a lateral lisp
/s/ and /z/ (frontal and lateral)
By the annual IEP review date, given 20 trials of /s/ shaped from a quick series of /t/ sounds with the teeth closed, the student will produce /s/ with central airflow and no side air escape independently with at least 80% accuracy on central /s/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Keep /s/ behind the teeth in sentences
/s/ and /z/ (frontal and lateral)
By the annual IEP review date, given 10 sentences, each with three or more /s/ and /z/ sounds in different word positions, the student will produce /s/ and /z/ with the tongue behind the teeth throughout each sentence independently in at least 8 of 10 trials, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Say clear /s/ and /z/ word endings
/s/ and /z/ (frontal and lateral)
By the annual IEP review date, given 20 picture pairs showing one and more than one item (such as cat and cats, bus and buses), the student will produce a clear final /s/ or /z/ on each word ending independently with at least 85% accuracy on final /s/ and /z/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Phonological Processes Speech & Language
Produce fricative sounds without stopping
Stopping of fricatives
By the annual IEP review date, given 20 picture cards of words that begin with To choose for the student: the target fricative (such as /f/ or /s/), the student will independently produce To choose for the student: the target fricative (such as /f/ or /s/) in each word instead of substituting a stop sound with at least 75% accuracy on target-fricative productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Keep hissing sounds like /s/ in words
Stridency deletion
By the annual IEP review date, given 20 picture cards of words that start or end with a strident sound (such as sun, fish, shoe, bus), the student will say each word with the strident sound included independently with at least 75% accuracy on words with the strident sound present, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Articulation /s/ and lisp goals come from the articulation skill and target /s/, /z/, and s-blends such as "st", "sp", and "sn", whether the error is a frontal lisp, with the tongue between the teeth, or a lateral lisp, with air over the sides of the tongue. Goals move by level from isolation and syllables to words, phrases, sentences, and conversation, and each names its level and positions. Most are measured with percent accuracy over a set number of trials. The SLP decides whether the error affects the student's education or communication before a goal is written. Later goals target carryover in class and at home, checked with short conversation samples.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
Is a lisp a reason for an IEP goal?
Only if the evaluation shows it affects the student's education or communication and the student needs specially designed instruction. Frontal lisps are common in young children and often resolve, while lateral lisps are less likely to resolve on their own.
How do I write an /s/ goal?
Name the sound, the level, and the trials. For example: the student will produce /s/ in initial and final word positions with at least 80% accuracy over 20 trials in 3 consecutive sessions.
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