Clear Speech Goal Bank
IEP Goal Bank Speech-Language Pathology
Clear Speech Goal Bank
Targeting Phoneme Deletion, Consonant Reduction, Syllable Integrity & Repair
Support Level
Moderate Cueing
Occasional V / V / T Prompts
Support Level Defined: Performance targeted with occasional verbal (phonemic/rate prompts), visual (articulatory cues, pacing dots), or tactile cues (≤ 1-2 prompts per 5 opportunities).
Goal 1 • Stops & Nasals
Consonant Deletion & Reduction: /p, b, t, k, g, m/
Initial, Medial, Final
Annual SMART Goal:
By the annual IEP review, when engaged in structured conversational tasks, the student will eliminate sound deletion and reduction of target stop and nasal consonants (/p, b, t, k, g, m/) in the initial, medial, and final positions of words with 80% accuracy across 3 consecutive data sessions, given occasional verbal, visual, or tactile cues.
Objective 1.1 • Word Level (Single Words) 80% Accuracy • 3 Sessions
Given picture naming cards and occasional visual/verbal cues, the student will accurately produce initial, medial, and final /p, b, t, k, g, m/ without sound deletion in 16/20 trials per session.
Objective 1.2 • Carrier Phrases & Sentences 80% Accuracy • 3 Sessions
Given structured phrase strips and occasional tactile cues, the student will produce target stops and nasals in all positions within 3-5 word utterances without omission across 15 trials.
Objective 1.3 • Structured Literacy & Retell 75% Accuracy • 3 Sessions
During guided picture descriptions and story retell, the student will retain target consonants /p, b, t, k, g, m/ in all positions with no more than occasional verbal/tactile cues.
Goal 2 • Fricatives
Continuous Airflow & Consonant Retention: /f, v, s/
Initial, Medial, Final
Annual SMART Goal:
By the annual IEP review, when participating in structured language interactions, the student will accurately produce fricatives (/f, v, s/) in the initial, medial, and final positions without deletion, stopping, or reduction in 80% of opportunities across 3 consecutive data probes, given occasional verbal, visual, or tactile cues.
Objective 2.1 • Single Words & Contrasts 80% Accuracy • 3 Sessions
Given visual placement cues (e.g., airflow cards, mirror modeling) and occasional tactile prompts, the student will articulate /f, v, s/ in IMF positions across 20 trials without sound omission.
Objective 2.2 • Phrases & Loaded Sentences 80% Accuracy • 3 Sessions
Given occasional verbal/visual cues, the student will produce /f, v, s/ in all word positions within loaded phrases and sentences (e.g., "fast brown fox", "pass the vase") without final or cluster reduction.
Objective 2.3 • Semi-Structured Language Activities 75% Accuracy • 3 Sessions
During conversational question-answer games, the student will sustain correct fricative articulation across initial, medial, and final positions with no more than 1-2 moderate cues per activity.
Consonant Targets: /p, b, t, k, g, m, f, v, s/ • Moderate Cueing Support Page 1 of 2
Phonological & Pragmatic Competence
Syllable Retention & Communication Repair
IEP Goals 3 & 4 Functional Intelligibility
Goal 3 • Syllable Integrity
Weak Syllable Deletion & Multisyllabic Production
2 to 4 Syllables
Annual SMART Goal:
By the annual IEP review, when producing multisyllabic vocabulary in academic and conversational activities, the student will eliminate weak syllable deletion and syllable reduction in 2-, 3-, and 4-syllable words with 80% accuracy across 3 consecutive tracking sessions, given occasional verbal, visual, or tactile cues (e.g., finger tapping, visual pacing dots).
Objective 3.1 • 2-Syllable Words (Compound & Unstressed) 85% Accuracy • 3 Sessions
Given a tactile pacing strip and occasional verbal cues, the student will articulate all syllables in 2-syllable words (e.g., "ba-by", "mon-key", "pen-cil") without omission in 17/20 opportunities.
Objective 3.2 • 3-Syllable Complex Words 80% Accuracy • 3 Sessions
Given visual syllable counters or tapping prompts with occasional cueing, the student will pronounce all 3 syllables in target words (e.g., "ba-na-na", "to-ma-to", "e-le-phant") across 15 trials.
Objective 3.3 • 4-Syllable Academic Words in Speech 75% Accuracy • 3 Sessions
During curricular discussions or guided reading, the student will produce 4-syllable academic words (e.g., "ca-ter-pil-lar", "wa-ter-me-lon") retaining every syllable beat given occasional cues.
Goal 4 • Repair Strategies
Breakdown Recognition & Clarification Strategies
Functional Pragmatics
Annual SMART Goal:
By the annual IEP review, when an intelligibility breakdown occurs due to sound omission or syllable reduction, the student will recognize listener feedback and execute at least one repair strategy (e.g., reducing speech rate, tapping syllables, deliberate final sound placement, or rephrasing) in 80% of observed breakdowns across 3 consecutive data probes, given occasional verbal, visual, or tactile cues.
Objective 4.1 • Recognizing Clarification Prompts 80% Accuracy • 3 Sessions
Given a neutral listener query (e.g., "What was that last word?") and occasional visual cues, the student will acknowledge the breakdown without distress or withdrawal in 4/5 instances.
Objective 4.2 • Strategy Execution & Repetition 80% Accuracy • 3 Sessions
Following an unclear utterance, the student will use a chosen strategy (slowing rate, emphasizing final consonant, clapping syllables) to repeat clearly with occasional clinician cueing.
Objective 4.3 • Classroom / Peer Repair Transfer 75% Success • 3 Sessions
During small group classroom interactions, the student will successfully repair miscommunications within 2 attempts when prompted by subtle visual or gestural educator cues.
Moderate Support Cueing & Measurement Rubric
Occasional Verbal Cues
Direct phonemic cues ("remember /p/"), placement reminders ("bite your lip"), or rate prompts delivered ≤ 1 time per 5 trials.
Occasional Visual Cues
Placement visuals (mouth photos), hand gestures (tracing airflow, finger-to-teeth), and multi-dot syllable pacing boards.
Occasional Tactile Cues
PROMPT-style tactile touches to lips (/p, b, m/), alveolar ridge (/t/), throat (/k, g/), or tactile tapping for syllables.
SMART Criteria: Specific • Measurable • Attainable • Relevant • Time-bound Page 2 of 2
