writing speech and language goals

How to Write Expressive Language Goals [with goal bank]

Expressive language goals focus on an individual’s use of language. This post will explain how to write goals to address expressive language in intervention using the Communication Community Goal Writing Formula!

Our comprehensive goal banks for school-aged language, AAC, Early Intervention & preschool, and fluency are available on our site or Teachers Pay Teachers store !

Save time creating goals with over THOUSANDS of possible goal combinations. Select your own combination of DO + CONDITION + CRITERION (and consistency) statements to develop personalized and measurable goals for your caseload.

What is expressive language?

Expressive language is the use of language, whereas receptive language is the understanding of language. there are five domains of language , including phonology, morphology, syntax, semantics and pragmatics. when developing expressive language goals, examining each of these domains is important so that the specific areas of need are targeted. for example, if an individual has adequate syntactical skills when using language, but does not have adequate semantic skills, goals should focus on semantics., who needs expressive language goals.

Expressive language goals are developed once it has been determined that an individual qualifies for speech-language intervention. This is done through a formal evaluation by a speech-language pathologist (SLP), and includes formal and informal assessments. Expressive language areas may include the use of developmentally-appropriate vocabulary, grammar, morphology, and more. Some individuals who have expressive language goals are children with language delays and individuals who have deficits in language due to a brain injury or a stroke.

What if someone uses sign language or an AAC system?

Individuals may use multiple types of communication modalities when expressing language, including speaking, sign language, or AAC. Many individuals use multiple communication modalities, such as speaking and AAC. When developing expressive language goals, consider what types of communication modalities individuals will be using and include that in the goal as well.

Writing Expressive Language Goals

Below you will find our Communication Community Goal Writing Formula that we use for writing all communication goals (e.g., receptive, expressive, pragmatic, etc.).

As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement.

*Also commonly included is consistency (we incorporate this!). Aka does the individual have to meet a specific criterion more than once? A common example of this may include across 3 consecutive sessions. This is usually something understood by the therapy organization/service provider and is sometimes/sometimes not included in the written goal itself. This is to ensure that the skill has been generalized and provides more reliable data that the skill has been properly mastered.

DO statement

What the client is actually going to DO and the specific skill they will be working towards. Example: produce a grammatically correct simple sentence

CONDITION statement

The specific setting and/or context your client will work on this skill. Example: during structured language activities

CRITERION statement

How the client’s performance will be measured. Example : in 9 out of 10 trials

DO + CONDITION + CRITERION

Example: [Client] will produce a grammatically correct simple sentence, during structured language activities, in 9 out of 10 trials.

There you have it! That is an example using our Goal Writing Formula containing the DO + CONDITION + CRITERION (don’t forget to think about consistency!) for an expressive language skill area.

Expressive Language Goal Bank

This goal bank includes a range of goals across phonology, morphology, syntax, and semantics. We have an entire post on pragmatic language goals as well. You may take parts of each goal (e.g. the DO from one and the CONDITION from another) in order to create the best goals for your individual.

- Example 1* : [Client] will verbally use accurate phonemes (e.g. /h/ in “hat”) in words and phrases, during structured language activities, in 4/ 5 opportunities.

* note this is not due to the client’s inability to produce specific phonemes, which would be considered an articulation or phonological disorder. This refers to understanding that the /h/ sound is significant to the meaning of the word “hat.”

- Example 2 : [Client] will accurately fingerspell functional words (e.g. their name), when completing classroom tasks, with 80% accuracy across 2 consecutive sessions.

- Example 1 : [Client] will use the bound morpheme -s to express plurality, verbally and in writing, when completing grade-level assignments, in 8/10 opportunities.

- Example 2 : [Client] will accurately use regular past tense using multimodal communication (signs, AAC, words), in small group sessions, with 90% accuracy, in 2 out of 3 sessions.

Syntax (grammar)

- Example 1 : [Client] will produce simple sentences containing a noun + verb (e.g. The boy eats) using multimodal communication, during structured and unstructured language activities, in 9/10 opportunities, across 3 consecutive sessions.

- Example 2 : [Client] will verbally answer simple wh- questions (who, what, where, when, why, how) using grammatically correct simple and compound sentences, during structured tasks, in 8/10 opportunities.

- Example 3 : [Client] will produce simple sentences using irregular past verb tenses (went, was, knew, have, etc) using multimodal communication, during group activities, in 9/ 10 opportunities.

- Example 4 : [Client] will write compound sentences using coordinating conjunctions (for, and, nor, but, or, yet, so), during structured language tasks, with 75% accuracy in three out of four sessions.

- Example 5 : [Client] will write complex sentences using one independent clause and at least one dependent clause, as a response to a question or prompt, with 80% accuracy.

- Example 6 : [Client] will use multimodal communication to produce simple sentences with a present verb tense, during small group sessions, in 4/ 5 opportunities.

- Example 7 : [Client] will use multimodal communication to produce compound and complex sentences, during classroom and social settings, in 9/ 10 trials.

Semantics (vocabulary)

- Example 1 : [Client] will use multimodal communication to produce figurative language (similes, metaphors, hyperboles, personifications, etc), during structured language activities, in 7/ 10 opportunities.

- Example 2 : [Client] will accurately use taught vocabulary words, during structured language activities, with 90% accuracy.

- Example 3 : [Client] will provide a synonym or antonym for a presented word, during structured language tasks, in 8/ 10 opportunities.

Combination

Many expressive language domains overlap, and many individuals with expressive language difficulties require intervention in more than one domain. Additionally, higher-level metacognitive skills related to expressive language may require intervention for achievement. Below are some goals to reflect skills in multiple domains and metacognitive skills.

- Example 1 : [Client] will produce 1-2 sentences verbal narratives about stories, passages, or videos using correct morphology, grammar, and vocabulary, during small group sessions, with 80% accuracy.

- Example 2 : [Client] will use multimodal communication to compare and contrast elements of stories, passages, or videos using simple and compound sentences with relevant vocabulary, during structured language activities, with 90% accuracy across 2 consecutive sessions.

- Example 3 : [Client] will use metacognitive strategies (e.g. planning tasks, using graphic organizers) to produce age-appropriate written work, in academic assignments, in 4 / 5 opportunities.

- Example 4 : [Client] will produce 1-2 paragraph written narratives about stories, passages, or videos using correct morphology, grammar, and vocabulary, in academic assignments or structured language tasks, with 80% accuracy.

Looking for more? More GOALS posts:

How to Write Pragmatic Language Goals
How to Write Receptive Language Goals
How to Write AAC Goals
How to Write Play Skills Goals
How to Write Articulation Goals
How to write Fluency Goals (Stuttering)
How to Write Voice Disorders Goals
How to Write Cluttering Goals
How to Write Phonological Awareness Goals

Want to know how we prep ourselves for goal-writing (and more)?

These are some of our favorite resources for working:

Clipboard with storage - we use ours ALL THE TIME!
Some really nice pens - the feel of a pen that writes so well...priceless.
Blue light glasses - for when excessive screen time is just...necessary

Happy writing!

This post contains some affiliate links and we may be (slightly) compensated if you use them, but all opinions are our own. We appreciate the support!

Citations/further resources

https://www.asha.org/practice-portal/clinical-topics/written-language-disorders/intervention-target-areas/

https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/

https://www.asha.org/practice-portal/clinical-topics/written-language-disorders/

AAC Core Word of the Week Resource: Lesson Slides AND Companion Packet

How to Write Stuttering Goals [with goal bank]

10 Easy Spring-Themed Activities for Speech Therapy

Spring Short Stories with WH Comprehension Questions

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How to Write the Perfect Speech Therapy Goals for Expressive Language

January 8, 2023

Speech therapy goals for expressive language can be tricky at times, but I’m here to share my best goal-writing and implementation tips. I find it easiest to have a few good core goals ready to go that I can then individualize depending on the student and their needs. Keeping a steady log of these goals makes IEP goal writing so much easier.

To gain access to my IEP goal bank and some of my other favorite freebies , sign up below!

Expressive Language

“Language is a rule-governed behavior. It is defined as the comprehension and/or use of a spoken (i.e., listening and speaking), written (i.e., reading and writing), and/or other communication symbol system (e.g., American Sign Language).” ( ASHA ).

Language can be broken into 2 main areas, receptive and expressive. Receptive refers to listening and reading skills and expressive language refers to speaking and writing.

Speaking includes the following skill areas: appropriate use of phonological patterns, using morphemes correctly, using correct sentence structure, expressive vocabulary, and social language.

Writing included the following skill areas: spelling, grammar and sentence structure, writing vocabulary, and point of view or intended message/purpose.

What is an Expressive Language Disorder?

An expressive language disorder is present when someone has difficulty with sharing their thoughts, ideas, and feelings; or they have difficulty using words in spoken and/or written language.

How to Write Speech Therapy Goals

Goals should be written to be specific, measurable, attainable, relevant, and time-based. Let’s break some of these down.

visual for SMART goal writing on blue, yellow, pink background

Specific – your IEP goals should be specific and define exactly what you were wanting to be accomplished. They should also specify who will accomplish it and what steps will be taken to accomplish it.

Measurable – your IEP goal should be measurable so that you can track progress and easily be able to tell when they are mastered.

Attainable – your IEP goal should be attainable. This means it’s a goal that the student can meet within a reasonable amount of time. This is typically within the school year or one calendar year. And remember it should be specific to the student. So if that student’s accuracy is currently at 0% an attainable goal for them may be 50 to 60%, not 80.

Relevant – your IEP goal should be related to the big picture. Ask yourself what you are trying to accomplish or what you want the student to accomplish with this goal. Whether it’s gaining access to grade-level material in the classroom or building the foundational skills they need in order to gain those age-appropriate skills. Make sure it is relevant to that student’s specific means, not just based on a norm-referenced test item.

Time-based – last but not least make sure your IEP goal is time-based. Have a date and time in which the goal is expected to be mastered. This could be by the end of the school year, by the next grade level, or by the IEP expiration date.

Goals for Expressive Language

One thing I struggled with the most when I was starting out my first year was quickly and easily writing new IEP goals or updating old goals for students on my caseload. I tended to overthink and write and rewrite my goals until they were just right for my students. I made it so hard on myself. For more on my journey as a school SLP, click here.

Now 10 years in, I have created a goal bank for myself. It includes ideas in my head as well as on paper. These are my go-to starting points when writing an IEP. These basic goals give me a good starting point. When writing my IEPs, all I have to do is go in and individualize based on that student’s needs. Now, is absolutely everything included here? No. Will there always be outliers or students with totally different needs? Absolutely. After all, this is the schools and we just never know what each year will bring. However, we can be pretty sure we’ll need a couple of key goals in the main areas we see year after year.

Speech Therapy Goals for Expressive Language Delay

Here is a general outline for some SMART goals:

By the end of this IEP cycle, STUDENT will ________ in structured therapy tasks with ____% accuracy with visual cues only, as measured by therapy data and observations.
By the end of this IEP cycle, STUDENT will apply _______ strategies in structured speaking tasks (e.g., answering questions, describing, story retell) in _____ out of 5 attempts independently as measured by therapy data and observations.

Expressive Language Goals for Kindergarten and Early Elementary

A lot of us write and work on “wh” question goals in therapy quite frequently. One mistake I see a lot when reading these goals is that they are too open-ended and not specific enough. There are so many different types of “wh” questions as well as ways to teach them. I like to initially write my goals to work on one or two types (e.g., “who” and “what” as they are earlier to develop) in the context of a thematic unit. So specifically teaching types of answers to who and what questions and the vocabulary needed.

Then I move on to where, when, why, and how questions. These are more complex and can have different types of answers as well. For example, “where” answers can be specific locations (e.g., Florida, grocery store) or prepositional phrases (e.g., under the chair). How questions are typically the most complex and include other needed language skills as well. Skills such as describing (e.g., “How does it feel?”) or sequencing (e.g., “How do you build a snowman?”).

Here is an example of a basic “wh” question goal:

During structured therapy tasks, STUDENT will answer “who” and “what” questions related to a thematic unit with 80% accuracy as measured by therapy data and observations.

For expressive vocabulary goals, I might write something like this:

During structured therapy tasks, STUDENT will express word relationships (e.g., categories, functions, similarities, differences), given a sentence starter, with 75% accuracy as measured by therapy data and progress monitoring.

quote about wh goals on pale pink background

Expressive Language Goals for Upper Elementary

When writing vocabulary goals, I like to focus on the implementation and use of strategies instead of just focusing on learning new vocabulary words. I feel it is more important that the students we work with learn strategies. Strategies that they can apply to any material and any new vocabulary word instead of just memorizing words that they’ll probably forget later on.

Here is an example of how I write some of my goals:

During structured therapy tasks, STUDENT will apply an organizational strategy to provide 3 to 4 details when defining/describing presented vocabulary as measured by therapy data, student product, and/or progress monitoring.

Another way I work on and write goals for “wh” questions is in relation to an orally read story. I typically work on these skills within a unit to address story narrative goals as well.

Here are some examples of these types of “wh” questions and a general retell goal:

During structured therapy tasks, STUDENT will answer “where” and “when” questions related to an orally presented story with 80% accuracy as measured by therapy data and observations.
STUDENT will apply an organizational strategy to express 3-4 story grammar parts (e.g., character, setting, problem, ending) following an orally presented story in 3 out of 4 attempts as measured by therapy data and progress monitoring.

Speech Therapy Activities for Expressive Language

Now that you’ve written your goals for expressive language, it’s time to plan your expressive language activities to go with them. There are so many options for activities to develop expressive language skills, these are some of my go-to ones. When it is time to write new goals, the first thing to do is get a baseline. When it is time to update old goals, make sure you have a recent progress monitoring point.

Language Baselines – Get the Most Bang for Your Buck!

One of the best ways to gather a variety of baseline data in a simple measure is to get a narrative retell sample. During the first couple weeks of my back-to-school speech therapy sessions, I spend one day getting narrative samples from all of my students identified with a language delay or disorder. What does this look like? You may ask… or Who’s got time for that?? It’s not as daunting a task as it seems, I promise!

SLP writing a narrative sample with teal and yellow background

This is what I do:

Step 1: Choose a book with a clear complete episode (or multiple episodes). This includes a character, setting, initiating event/problem, feelings, action sequence, consequence, solution, and ending. (For speech therapy activities for older students, you can also look at higher-level components such as dialogue, embedded episodes, inferences, etc.).

Step 2: Read this book to each of your groups for the day (without additional questioning, prompting, or guiding). That is so hard, I know! Let them know you will be asking them to tell you the same story at the end. So they need to listen closely.

Step 3: After finishing the story, pull each student aside and ask them to tell the story back to you as well as they can. Do not prompt them. Encourage them to do their best while reminding them it is okay if they do not remember everything.

Step 4: Write down everything they say. Make sure to write it exactly as they have said it so you can mark grammar errors as needed.

Step 5: Review responses and mark the components the student has included and the ones they have left out. Also, mark any grammatical errors and any transition words that they used.

And that’s it!

In one therapy session (with a little review time afterward) you have an overall picture of your student’s language content – vocabulary, sentence structure, and grammar. This should give you a place to start for the year in therapy based on the language components that were left out (e.g., character names, feeling words, correctly sequenced actions, etc.), weak or repetitive vocabulary, and a variety of sentence structure (e.g., correct grammar use, past tense verb use, pronoun use, transition words, complex structure, etc.) or lack thereof.

Another must in my early back-to-school speech therapy sessions is a vocabulary baseline measure. We all have loads of speech therapy vocabulary activities, but how well are we collecting data and measuring growth as we are teaching these vocabulary skills?

This is how I do it:

Baseline Measure: Ask the student to describe 3 items in a variety of categories (e.g., cat, banana, bus; lion, chair, airplane, etc.) and write their response. I mark their responses based on the variety of details they give (e.g., category, describing words, location, parts of a whole, composition, function) and score out of a possible 6 attributes. Note: even if they name 7 parts, I give one point as it is just to mark that they included this type of attribute. This is based on the vocabulary hierarchy and how we develop language. I have found that typically, my students with a language delay often provide a function (and sometimes a part) or multiple words in these areas but no other attributes as they have not yet developed these skills.

This measure gives me an excellent place to start in therapy when focusing on vocabulary interventions. I address teaching the different attributes (e.g., category activities, work on adjectives) as well as how to include the variety of attributes as a whole. In my district, we all have access to an Expanding Expression Tool by Sara Smith (which I LOVE and use all the time) but you can use a variety of activities to address these skills. Side Note: If you ever have the opportunity to attend one of Sara’s presentations and/or purchase her kit, do it! She is amazing and has so many great ideas for therapy with the research to back it up.

I then use the same 3 words to progress monitor students in order to mark progress and update goals when needed.

Wordless Picture Books for Speech Therapy Goals for Expressive Language

I love using wordless picture books to work on describing and narrative retell. Because you are not stuck to one storyline or one main character, you can work on multiple different storylines and take your therapy targets in any direction. These are some things I might target with a wordless book:

Character description (use visual strategies and/or graphic organizers)
Setting description (use visual strategies and/or graphic organizers)
Sequenced events – use the pictures to guide the story, have a student make it up, generate a story together, or you tell the story and have students retell it using the pictures
Transition words
Feeling words – use facial features to describe how they may be feeling
Drawing conclusions

picture of a variety of coloring pages for speech and language goals on teal background

Coloring Pages Speech Therapy Goals for Expressive Language

My kids love to color so I developed these color-by-code language sheets that can be used in mixed groups or any therapy session to target a variety of goals. They come in many different themes and I am creating new ones all the time. Check out my articulation color by code sheets while you’re over in my store too !

For more speech therapy goals for expressive language ideas:

Goal Bank from The Speech Express

Expressive Language & Written Language Delays from Talk SLP LLC

Middle School Language Goals from Inventive SLP

https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/language-in-brief/

https://www.asha.org/public/speech/development/speech-and-language/

Don’t forget to sign up with your email address here to get access to my free library (growing all the time) full of some of my goodies made exclusively for my followers.

I hope you found some of these ideas helpful and can use one or more in your therapy room. Please leave a comment or shoot me an email if you want to share some of your favorite speech therapy goals for expressive language.

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Pingback: Why Do Our Speech Therapy WH Questions Techniques Need to Change for the Better? - kendall.patrick.slp

hi, I'm Kendall!

I help SLPs like you with planning, resources, research, and materials so that you can spend more time enjoying your therapy time and less time stressing about planning and materials.

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Quick tips for writing speech and language iep goals.

When writing speech therapy IEP goals, I don't think any SLP has ever said:

Writing goals is fun!

I love writing goals!

Writing goals is my favourite thing to do!

If you haven’t - you aren’t alone. Writing IEP goals is one of the most daunting tasks of being an SLP. It can be time-consuming, overwhelming, and exhausting.

I want to share five quick tips on how you can make IEP goal writing EASY!

Write one target per goal. Don’t put multiple sounds or concepts into one goal. Write exactly what it is that you want the child to learn. This makes goal writing so much easier because you aren’t cramming way too much information into one little goal. This will also help parents understand what you are targeting and will help you summarize a child’s progress with that particular goal quickly and concisely.

Use a template . Creating a text that you can use as a starting point for different goals. ‘Filling in’ a goal template will help you save time. For example: By DATE, NAME will SKILL with PERCENTAGE accuracy with TYPE/LEVEL of cueing. Simply fill in the missing information.

Don’t choose goals from a standardized test. Think FUNCTION. Choose goals that will be applicable to a student’s everyday life.

Use a long-term goal and a short-term goal. This is very helpful when explaining goals to parents and teachers. Why? Because long term goals are often easier to understand for non-SLPs. For example, a parent might not understand why you are targeting ‘third-person singular verbs’ (short term goal), but will likely understand why you are targeting the long-term goal of using age-appropriate grammar.

Create an IEP goal bank. Write your most commonly used goals in one place for easy reference. Make it easily editable, so you can use it over and over again for years to come.

Want to save time and find a resource that takes all of these tips into consideration?

After 12 years as an SLP, I took all of these tips and created a HUGE TIMESAVING resource for myself: Preschool Goal Bank with 340 Goals.

This MASSIVE Preschool Speech and Language Goal Bank includes IEP goals for speech and language, including: receptive language, expressive language, social language, early language, play skills, classroom participation, speech sounds, wh questions, language processing, rhyming, and behaviour. It is editable, customizable, and can be used over and over with all of my students. It has completely changed my (and other SLPs) goal-writing game!

Here is what other SLPs are saying:

On August 18, 2020, Olivia C said, “ Writing quality goals takes me so much time and energy but having this resource has really been a lifesaver! I really trust Anna and her years of experience and I feel so much better knowing I have this goal bank to rely on when I need it, which is all of the time!"

On February 19, 2020, Katherine C said, “Even after several years of being an SLP, I can still get stuck when it comes to writing goals. Hallelujah for this resource! I can find appropriate goals quickly and I don't have to spend precious time trying to generate just the right goal with just the right wording! Thank you for making my life as a therapist just a little easier this year!!!”

Do you need this IEP goal bank in your life?

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IEP Goal Bank

The following is a sample of some goals I write for students with communication disorders. Please feel free to bookmark this page and reference when writing goals and objectives. You make share a link to this page. You may not copy/paste this set of goal and share it as you own or post it in its entirety on a separate website. Happy Goal Writing!

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100+ Expressive Language Goals Speech Therapy with Free Goal Bank

Expressive language goals are an important part of speech therapy. Through expressive language goals, we help guide our students in improving their communication abilities.

These goals are designed to build the capacity to convey thoughts, feelings, and information effectively.

Our work in this area is deeply rooted in understanding the specific needs and abilities of each person, tailoring objectives that are both achievable and impactful. Careful assessment and progress tracking underpin our approach to ensure that therapy sessions contribute to meaningful development in speech and language skills.

If you are a speech-language pathologist or teacher looking to learn more about how to write speech therapy goals and for a massive list of expressive language goals, then this blog post was made just for you!

Below is a goal bank of over 100 measurable goals to address expressive language difficulties and hopefully make your work day just a little bit easier!

Enjoy!

Key Takeaways

Expressive language goals are tailored to improve communication.
Progress is monitored through careful assessment.
Strategies & resources are personalized for each individual’s needs.

Understanding Expressive Language Goals

Defining expressive language and its importance.

Expressive language is the ability to communicate thoughts, feelings, and ideas through speech, writing, or other forms of output. It’s a crucial component of day-to-day interactions and a foundational skill for academic success and social integration.

Speech therapy goals aimed at expressive language focus on enhancing the individual’s capacity to convey messages effectively. For individuals with language delays or expressive language difficulties, specific and measurable goals are essential to overcoming their challenges and improving their expressive language skills.

Role of Speech-Language Pathologists in Setting Goals

Our role in goal writing is to tailor objectives that address the unique needs of each person requiring early intervention or ongoing therapy. When setting expressive language goals, we can consider the following:

Baseline Abilities : Understanding the individual’s current expressive language skills.
Desired Outcomes : Identifying realistic targets that encourage progress yet remain attainable.
Measurement Criteria : Establishing clear markers to evaluate progress and adjust goals as needed.

We combine our expertise with evidence-based practices to formulate goals that promote meaningful improvements in expressive language.

Components of Effective Goal Setting

When we set out to create successful treatment plans in speech therapy, the goals we establish are crucial landmarks for progress. Our goals need to be well-defined, evidence-based, and tailored to the unique needs of each individual we assist.

SMART Goals Framework

The SMART Goals Framework is essential for establishing clear and achievable targets. Goals must be:

S pecific: Concrete and clear goals help us provide focused therapy.
M easurable: We need to track progress objectively.
A chievable: Goals must be realistic given the individual’s current abilities.
R elevant: We aim for goals that significantly impact the individual’s communication skills.
T ime-bound: We set time frames to keep goals within reachable deadlines.

Identifying Specific Areas of Need

To pinpoint the specific areas of need , we:

Conduct thorough assessments to understand the individual’s baseline abilities.
Listen to concerns and prioritize goals that align with the individual’s daily communication needs.

Recognizing these areas ensures our treatment plans are directly addressing necessary skills for improvement.

Creating Measurable and Functional Speech Goals

When developing comprehensive goal banks for IEPs, we ensure they are both measurable and functional, directly creating a path for visible progress and practical communication enhancement in various environments.

Sample Goals for Various Language Levels

Goal: The child will use single words to make requests in 4 out of 5 opportunities.

Intermediate:

Goal: The student will construct 4-word sentences to describe an event in 9 out of 10 trials with minimal prompts.
Goal: The client will accurately narrate a past event using appropriate tense markers in 90% of observed opportunities.

Adapting Goals to the School Setting

Functional Communication:

Goal: The child will request assistance during classroom activities using a full sentence in 4 out of 5 instances.

Integration with Academic Content:

Goal: The student will use complex sentences to summarize a reading passage in oral form with 80% accuracy across four sessions.

100+ Expressive Language Goals for Speech Therapy Goal Bank

Simply scroll to the bottom of this blog post to download a pdf of these 100+ Expressive Language Goals

Speech Therapy Goals for Expressive Language Delay

Utterance expansion, narrative development, gestures/signs, categorizations, similarities, differences, comparisons, multiple meanings, grammar structure, vocabulary definitions.

Given a writing or speaking task, STUDENT will use present progressive-tense verbs (i.g., walking, running, laughing) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use regular/irregular plural markers (i.g., apples/feet) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use article/number agreement (i.g., an apple/the boys) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use present-tense verbs (i.g., give, go, drink) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use future-tense verbs (i.g., will drive, will stop, will park) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use regular/irregular past-tense verbs (i.g., walked/ran) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use nouns to answer WHO or WHAT questions with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use verbs to tell actions with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use prepositional phrase to answer WHERE questions with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use prepositional phrase or adjective to answer HOW questions with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to call attention to an object (e.g., “this ball”, “my shoe”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show the disappearance of an object (e.g., “no cracker”, “apple all gone”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to indicate recurrence of an object (e.g., “more cracker”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words that contain an adjective and a noun (e.g., “big bear”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show possession of an object (e.g., “Daddy car”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show action object (e.g., “read book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show the location of an object (e.g., “dog car”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show agent action (e.g., “dog jump”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show emotion (e.g., “baby tired”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to achieve the desired end of an object (e.g., “go home”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will say 3 to 4-word utterances (e.g., “dog sitting in car”) with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will form grammatically correct simple sentences with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement in sentences with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use all necessary propositions in sentences with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use compound sentences (i.e., and, but, or, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2-3 word utterances to describe the object or picture with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to ask a question/comment/describe, STUDENT will use 4-5 word utterances to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

Given an orally presented sentence with missing words, STUDENT will identify missing words (i.e., articles, prepositions. etc.) with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to ask a question/comment/describe, STUDENT will include all necessary words in a sentence to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use descriptive words to describe the object or picture with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use complete grammatically correct sentence to express HIS/HER want or need with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentence to tell about past events with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use 2-4 words to express HIS/HER want or need with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to comment or share information, STUDENT will use2-4 words to express HIS/HER comment or share information with 80% accuracy in 4 out of 5 opportunities.

Given a wh-question, STUDENT will use2-4 words to answer simple Wh-questions (i.e., who, what, when, where, why, how) with 80% accuracy in 4 out of 5 opportunities.

Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequence the story including problem and solution with 80% accuracy in 4 out of 5 opportunities.

Given a story or activity, STUDENT will sequence the story or activity that includes # parts with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell a story, STUDENT will use descriptive language to tell their story with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell a story from their past, STUDENT will tell their story with the appropriate number of details and in the right order with 80% accuracy in 4 out of 5 opportunities.

Given a story or activity, STUDENT will use sequence words to verbally order a story or activity (e.g., first, next, then, after, last) with 80% accuracy in 4 out of 5 opportunities.

Given a want or request, STUDENT will pair vocalizations with gestures when indicating a want or requesting an object with 80% accuracy in 4 out of 5 opportunities.

Given a want for “more”, STUDENT will use words and/or signs to ask for “more” with 80% accuracy in 4 out of 5 opportunities.

Given a task or activity, STUDENT will use words and/or signs to indicate HE/SHE is “finished” with 80% accuracy in 4 out of 5 opportunities.

Given a difficult task or activity, STUDENT will use words and/or signs to ask for “help” with 80% accuracy in 4 out of 5 opportunities.

Given a “yes” or “no” question, STUDENT will use words and/or signs to answer the question with “yes” or “no” with 80% accuracy in 4 out of 5 opportunities.

Given 10 common objects or pictures, STUDENT will verbally label the item with 80% accuracy in 4 out of 5 opportunities.

Given a common object, noun, or action, STUDENT will verbally label the item in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities.

Assessment and Progress Tracking

Data collection and utilizing iep goals.

We meticulously collect data on each interaction that pertains to our client’s IEP goals. Crafting a well-structured IEP goal bank allows us to select targets that are measurable and aligned with the client’s specific needs.

As we collect this date, we cross-reference this information with our IEP goal bank to ensure consistency and completeness in our data collection efforts.

If you’re a classroom teacher or speech pathologists in need of data tracking forms while working on your student’s goals for speech-language therapy then be sure to check out my IEP goal data tracking for progress monitoring forms .

Or if you simply want a list of data sheets to choose from then be sure to check out my list of 35 free speech therapy data sheets roundup .

Therapeutic Techniques and Activities

We understand that the efficacy of speech therapy relies heavily on targeted therapeutic techniques and activities. These strategies are meticulously designed to foster language development and improve expressive skills.

Here, we discuss two fundamental approaches: Structured Language Activities and Using Picture Scenes and Cards.

Structured Language Activities

Structured language activities are the cornerstone of our therapeutic approach. These activities provide a controlled environment where we can isolate specific linguistic skills for practice and reinforcement. For instance:

Modeling : We offer models of correct language use, which clients can recognize and reproduce.
Repetition : Clients are encouraged to practice specific words or sentence structures repeatedly to build proficiency.

Here are some of our favorite structured language activities to help accomplish speech therapy goals!

Nobody Hugs A Cactus Structured Narrative Retell by BJT the SLP at Communication Reigns is a short story with specific objectives to build school aged language skills! Short stories play a crucial role in answering verbal prompts to build comprehension. This bundle offer WH Questions and types for fading cues so that all students have their necessary support.
Speech Therapy: FREE Expressive Language Program by Speech Chick Alissa Halloway is a great way to use visual prompts and verbal prompts in a structured activity. This freebie is highly rated!
Weekly Agenda / Learning Targets / Student Reflection by Expressive ELA Education is a great resource to add to your treatment plan! Students practice conversational skills and social skills as they are prompted through the plan for the week.

Using Picture Scenes and Cards

Picture scenes and cards elevate the engagement and contextuality of our therapy sessions. These tools help clients visualize and conceptualize language in relatable scenarios.

Picture Scenes : We use detailed scenes to encourage clients to describe activities, tell stories, and develop narrative skills. Picture Cards : These are used for more focused work on specific vocabulary, categorization, and articulation tasks.

Here are some great picture scenes and picture card resources for you!

FREEBIE! Describing with your Senses Vocabulary/Word Finding Game BOOM CARDS by SLP Style is an engaging picture scene that prompts students to use social language and talk through their senses
Expressive Language – What do you see at the beach? By Listen Speak Learn offers picture cues to talk about what is seen at the beach.
Body Parts – Expressive and Receptive Identification by Our Impact is a great way to practice expressive language goals as students practice labeling body parts.

Blog Post Resources

Here are all my Speech Therapy Store blog posts for working on expressive language skills that you might also find helpful!

33 Most Common Irregular Plurals Flashcards – Download this first post of free irregular plurals with their real-life photos.
253+ Yes or No Questions for Speech Therapy – Here is a massive resource working on answering yes or no questions.
179+ Wh Questions Free Printable – Grab this freebie to work on answering wh-questions.
197+ Best Wh Questions Speech Therapy Activities – If you have a child or student working on wh-question you’ll also want to check out this list of helpful free resources.
31+ What Questions for Speech Therapy – Have your child or student watch these wordless videos and then answer the “what” question using the interactive quiz with instant feedback.
31 Best Wordless Videos to Work on Answering Questions – Have your student watch these fun animated wordless videos and then answer the included wh-questions.
Nature Themed Bundle – This bundle includes yes/no questions, wh-questions, pronouns, regular past tense verbs, and irregular past tense verbs.
Technology Themed Bundle – This bundle also includes yes/no questions, wh-questions, pronouns, regular past tense verbs, and irregular past tense verbs.

Need Other IEP Goals?

Are you a speech language pathologist looking for other effective iep goals for speech? If so, be sure to check out my master list of IEP goals here .

This list of goal writing ideas also includes the following speech pathology goals:

Figurative Language
Final Consonants
Prepositional Phrase
Context Clues
Articulation Goals (Single Word Level, Phrase Level, Sentence Level, and Conversation)
Communication Device – Nonverbal Communication

These are just a few of the possible goal combinations listed on this master list of over 432 IEP goals made for a speech therapist.

expressive-language-goals-speech-therapy

<< Fill out the Form to grab your free 100+ Expressive Language Goals PDF >>

Grab your expressive language iep goal bank, frequently asked questions :, expressive language goals for speech therapy.

In this section, we provide a thorough overview of common inquiries surrounding expressive language goals in speech therapy, particularly as they relate to children and early intervention programs.

What objectives are typically included in expressive language goals for speech therapy?

We often target the enhancement of vocabulary, the correct use of grammar, the ability to construct sentences, and the skill of relaying information or needs. Increasing the variety and complexity of spoken language is also a primary objective.

How can one formulate effective long-term goals for expressive language development in speech therapy?

We focus on creating goals that are achievable and measurable, tailored to the child’s current abilities and potential for growth. Goals are plotted out over a period, with milestones that align with the child’s developmental stage.

Can you provide examples of expressive language goals for early intervention programs?

Certainly. We set goals like expanding the child’s vocabulary, encouraging the use of two to three-word phrases, and improving the clarity of speech. Another example is prompting the child to initiate communication.

What strategies are used to establish expressive communication goals in therapy?

We use a detailed assessment of a child’s current language abilities to establish baselines, then leverage those findings to set individualized goals. Strategies may include play-based learning or structured activities.

How do therapists measure progress towards expressive language goals in speech therapy?

Progress is measured through consistent tracking of therapy sessions, using tools such as language samples, direct observation, and standardized tests. We look for signs of improvement in the child’s ability to express themselves.

What are some common goals set for 3-year-olds to enhance expressive language skills?

For 3-year-olds, we often set goals aimed at increasing sentence length, improving story-telling skills, and fostering the use of pronouns and prepositions, reflecting typical language development milestones for this age group.

Want Even More Expressive Language Goals for Speech Therapy?

Free SLP Planner [Updated Yearly]
917+ Best Free Boom Cards for Speech Therapy
31 Best Wordless Videos to Teach Problem Solving
133+ Categories List for Speech Therapy
The Best Handout for Phonological Processing Disorder Therapy

Want the Best of the Bests?

Be sure to check out our most popular posts below!

21 Best Reinforcement Games for Speech Therapy / Teletherapy
Best IEP Resources
71+ Free Social Problem-Solving Scenarios
430+ Free Multisyllabic Words List Activity Bundle
432+ Free Measurable IEP Goals and Objectives Bank
279+ Free Speech Therapy Digital Materials
179+ Free Speech Therapy Wh-Questions Printable

Different By Design Learning

with Shawna Wingert

Speech Therapy Goals: A Step By Step Guide

This step by step guide has everything you need for appropriate and successful speech therapy goals. It includes sample goals for expressive and receptive language, articulation, fluency, and more.

Speech Therapy: Getting Started

Table Of Contents

Before a goal is created, it is essential to determine what specific area of communication is in need of support. A speech therapist or speech language pathologist (SLP) will traditionally begin with a formal speech assessment.

The therapist will use a variety of assessment tools to screen for speech and language disorders.

How Do Speech Therapists Create Goals?

Based on the results of the initial assessments, the SLP will create goals based on the areas of communication that are in need of support.

Because speech and language is complex, no one goal or suggested treatment plan is the same. Goals are designed to be specific to the individual and are created to support speech development over stated time frames.

What Are The Different Types Of Speech Therapy Goals

Speech therapy goals tend to fall into any one of the following categories:

Expressive Language
Receptive Language
Articulation
Social Pragmatic

You’ll find examples of successful goals in each category below.

Expressive Language Goals In Speech Therapy

Expressive language refers to how your child uses speech to express themselves. Expressive language difficulties may present as poor eye contact, struggles when interacting with other children and a limited number of spoken words.

Here are some examples of expressive language goals:

Learner will imitate 1-2 word utterances 10x times per session for 3 sessions.
Learner will imitate 10 different two word phrases to request, protest, comment, or get attention over 3 consecutive sessions.
Learner will use 2-3 word phrases 80% of the time to participate in play and shared book reading across 3 data collections.
Learner can produce a complete, relevant sentence about a given stimuli in 80% of the time across 3 data collections.
Learner can produce complete, grammatical sentences of 4+ words within structured activities in 80% of opportunities across 5 data collections.
Learner will independently label age-appropriate objects with 80% accuracy across 3 separate data collections.
Learner will name a described object with 80% accuracy across 3 separate data collections.
Learner will answer what/where/when/who/why questions about pictures or play with 80% accuracy across 3 data collections.
Learner answers how questions accurately to include multiple steps (for example: how do you brush your teeth? how do you feed your dog?) with 80% accuracy across 3 data collections.
Learner can retell stories to include 80% of relevant details across 3 data collections.

Receptive Language Goals

Receptive language refers to a child’s ability to understand language. Receptive language difficulties often present similarly to expressive language difficulties, including poor eye contact and difficulty interacting with other children.

These are examples of receptive language goals:

Learner will identify age-appropriate objects/pictures from a field of three with 80% accuracy for 3 data collections.
Learner will identify 10 items from each category: body parts, clothing, personal care items, home items, school items, with 80% accuracy per category for 3 data collections.
Learner will identify an action picture out of field of 3-4 in 80% of opportunities for 3 data collections.
Learner will match objects or pictures to category when given 3-4 categories with 80% accuracy for 3 data collections.
Learner will identify a picture that doesn’t belong in a category with 80% accuracy for 3 data collections.
(client) will demonstrate comprehension of negation in sentences with 80% accuracy for 3 data collections.
Learner will follow single step directions when paired with a gesture cue in 80% of opportunities for 3 data collections.
Learner will follow single step directions without the support of gesture cues within familiar routines in 80% of opportunities for 3 data collections.
Learner will follow 2-step directions when paired with a gesture cue in 80% of opportunities for 3 data collections.
Learner will follow 2-step directions without the support of gesture cues within familiar routines in 80% of opportunities for 3 data collections.

Examples Of Articulation Goals In Speech Therapy

Articulation in speech therapy refers to a child’s ability to make sounds. This includes all elements involved in the production of sounds – the coordinated movements of the lips, tongue, teeth, palate, and respiratory system.

Here are examples of articulation goals in speech therapy:

Learner will produce [desired sound] in the initial position in words/phrases/sentences with accurately in 80% of opportunities for 3 data collections.
Learner will produce [desired sound] in the medial position in words/phrases/sentences accurately in 80% of opportunities for 3 data collections.
Learner will produce [desired sound] in the final position in words/phrases/sentences accurately in 80% of opportunities for 3 data collections.
Learner will produce single words with 80% intelligibility during therapy session for 3 data collections.
Learner will produce sentences with 80% intelligibility during therapy session for 3 data collections.
Learner will imitate vowel sounds in 80% of opportunities for 3 data collections.
Learner will imitate consonants /p, b, m, t, d, n, k, g, h, w/ as single sounds in 80% of opportunities for 3 data collections.
Learner will imitate /p, b, m, t, d, n, k, g, h, w/ in reduplicated CVCV combinations (dada, moo moo, etc) in 80% of opportunities for 3 data collections.
Learner will imitate /p, b, m, t, d, n, k, g, h, w/ in variegated CVCV combinations (hippo, bunny, etc) in 80% of opportunities for 3 data collections.
Learner will imitate /p, b, m, t, d, n, k, g, h, w/ in VC combinations (up, in) in 80% of opportunities for 3 data collections.

Fluency Goals

Fluency is used in Speech Pathology to describe sounds and words and phrases when joined together. This is essentially a child’s ability to speak easily and smoothly.

Fluency goals in speech therapy include:

Learner will demonstrate appropriate skills for communication effectiveness in conversation (eye contact, appropriate rate of speech, appropriate vocal volume, appropriate listening/waiting) during 1 conversation for 3 data collections.
Learner will identify fluency-enhancing strategies including slow speech and thinking of words before speaking) for in 80% of opportunities for 3 data collections.
Learner will introduce himself to another person using appropriate eye contact and skills for effective communication independently at the beginning of 1 conversation for 5 data collections.
Learner will identify appropriate modifications to speech production (fast/slow, bumpy/smooth, loud/quiet) with 80% accuracy for 3 data collections.
Learner will share information about stuttering and stuttering treatment techniques with a peer or adult with no more than minimal prompting during 1 conversation across 3 data sessions.

Social Pragmatic Language Goals In Speech Therapy

A child’s pragmatic language involves the language skills that we use in everyday interactions with others. Conversational skills, non-verbal communication skills, understanding non-literal language, and interpreting and expressing emotions are all elements of social pragmatic language.

Typical social pragmatic goals include:

Learn will demonstrate the ability to label emotions/feelings in communication partners or in pictures with 80% accuracy for 3 data collections.
Learner will use words to express their feelings independently for 80% of opportunities across 3 data sessions.
Learner will state a logical answer to what another person might be feeling based about a social situation with 80% accuracy for 3 data collections.
Learner will identify a problem in a social setting/picture scene with 80% accuracy for 3 data collections.
Learner will make inferences after hearing part of a story/social situation with 80% accuracy for 3 data collections.
Learner will participate in turn-taking with the therapist for 5 turns per opportunity with a minimum of 5 opportunities across 3 data collections.
Learner will identify signs of listener boredom or disinterest independently with 80% accuracy for 3 data collections.

Related Post : Social Pragmatic Goals In Speech Therapy: Everything You Need To Know

Examples Of Speech Therapy Goals In Practice

You can learn more about how these goals are formed and used in speech therapy in this video.

More Speech Therapy Resources

Speech Therapy For An Older Child

Speech Therapy At Home

Fig urative Language Activities

Allusion Sentence Examples And Activities

Thanks For Sharing!

Shawna Wingert is a former training and development professional turned education specialist, and has homeschooled her two children for the last ten years.Shawna has written four books about homeschooling unique learners and has been featured in homeschooling discussions on Today.com, The Mighty, Simple Homeschool, My Little Poppies and Raising Lifelong Leaners.

You can find her online here at DifferentByDesignLearning.com.

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Speech Therapy Goals

Why re-invent the wheel?

Many speech therapy goals are very similar and are needed again and again. This speech therapy goal bank makes the process free and easy. Just:

Copy and paste the speech and language goals from below.
Make it measurable: “…in 7/10 of the opportunities.”
Add your level of support: “…with minimal / moderate / maximal cues/

Speech Therapy Goal Bank

Articulation goals.

Articulation goals are the target we work toward in Articulation therapy. They specify which phoneme(s) will be addressed in speech therapy. Any of these can be made into long term or short term articulation goals. We’ve included in our articulation goal bank the ones we find useful.

Articulation Goals – Sounds

Will use X sound in isolation Producirá el sonido X en aislamiento

Will use X sound in X position(s) of the word at the word level Producirá el sonido X en la posición X de la palabra al nivel de la palabra

Will use X sound in X position(s) of the word at the phrase level Producirá el sonido X en la posición X de la palabra al nivel de la frase

Will use X sound in X position(s) of the word at the sentence level Producirá el sonido X en la posición X de la palabra al nivel de la oración

Will use X sound in X position(s) of the word at the paragraph level Producirá el sonido X en la posición X de la palabra al nivel del párrafo

Will use X sound in X position(s) of the word at the conversation level Producirá el sonido X en la posición X de la palabra al nivel de la conversación

Will use X sound in all positions of the word at X level Producirá el sonido X en todas las posiciones de la palabra al nivel X

Articulation Goals – Consonant Clusters

Will use X blends at the word level Producirá palabras con grupos consonánticos con el sonido X al nivel de palabra

Will use X blends at the phrase level Producirá palabras con grupos consonánticos con el sonido X al nivel de la frase

Will use X blends at the sentence level Producirá palabras con grupos consonánticos con el sonido X al nivel de la oración

Will use X blends at the paragraph level Producirá palabras con grupos consonánticos con el sonido X al nivel del párrafo

Will use X blends at the conversation level Producirá palabras con grupos consonánticos con el sonido X al nivel de la conversación

Phonology Goals

Speech therapy goals for phonology Phonology goals are goals that target phonological processes. Phonological processes are patterns that children use as they learn to produce adult speech, but when used beyond a certain age, they negatively impact intelligibility. Here are the goals we use most often.

Phonology Goals for children ages 3+ – Syllabic

Will reduce the process of weak syllable deletion by producing all syllables of: a) two- and b) three-syllable words at the [word/phrase/sentence] level Disminuirá el proceso de omisión de sílabas átonas al producir todas las sílabas en palabras con a) dos y b) tres sílabas al nivel de la [palabra/frase/oración]

Will reduce the process of initial consonant deletion by producing all age-appropriate consonants in the initial position of words at the [word/phrase/sentence] level Disminuirá el proceso de omisión de consonantes iniciales al producir todos los consonantes apropiados para su edad en la posición inicial de palabras al nivel de la [palabra/frase/oración]

Will reduce the process of medial consonant deletion by producing all age-appropriate consonants in the medial position of words at the [word/phrase/sentence] level Disminuirá el proceso de omisión de consonantes mediales al producir todos los consonantes apropiados para su edad en la posición medial de palabras al nivel de la [palabra/frase/oración]

Will reduce the process of final consonant deletion by producing all age-appropriate consonants in the final position of words at the [word/phrase/sentence] level Disminuirá el proceso de omisión de consonantes finales al producir todos los consonantes apropiados para su edad en la posición final de palabras al nivel de la [palabra/frase/oración ]

Phonology Goals for children ages 3+ – Substitution

Will reduce the process of fronting by producing velar sounds (i.e., /k, g/) in words at the [word/phrase/sentence] level Disminuirá el proceso de frontalización al producir los sonidos velares (ej. /k,g/) en palabras al nivel de la [palabra/frase/oración]

Will reduce the process of backing by producing all age-appropriate bilabial and alveolar sounds (/p, b, m, t, d, n/) at the [word/phrase/sentence] level Disminuirá el proceso de posteriorización al producir todos los sonidos bilabiales y alveolares (/p, b, m, t, d, n/) al nivel de la [palabra/frase/oración]

Will reduce the process of stopping by producing all age-appropriate fricatives and/or affricates (/f, v, θ, ð, s, z, ʃ, ʒ, tʃ, dʒ/) at the [word/phrase/sentence] level Disminuirá el proceso de oclusivización al producir todos los sonidos fricativos y africados (/p, b, m, t, d, n/) al nivel de la [palabra/frase/oración]

Will reduce the process of assimilation by producing all age-appropriate phonemes in a) one-syllable b) two-syllable c) three-syllable words at the [word/phrase/sentence] level Disminuirá el proceso de asimilación al producir palabras de 2-3 sílabas con sonidos apropiados para su edad al nivel de [palabra/frase/oración ]

Phonology Goals for children ages 5+ – Syllabic

Will reduce the process of cluster reduction by producing X blends at the [word/phrase/sentence] level Disminuirá el proceso de reducción de grupos consonánticos al producir grupos consonánticos con el sonido X al nivel de la [palabra/frase/oración]

Will reduce the process of consonant sequence reduction by producing /s/ consonant sequences (e.g., eSTe, buSCa, eSPonja) in words at the [word/phrase/sentence] level Disminuirá el proceso de reducción de secuencias consonánticas al producir secuencias consonánticas (ej., eSTe, buSCa, eSPonja) en palabras al nivel de la [palabra/frase/oración]

Will reduce the process of cluster reduction by producing /l/ clusters (e.g., PLato, haBLa) in words at the [word/phrase/sentence] level Disminuirá el proceso de reducción de grupos consonánticos al producir grupos consonánticos con /l/ (e.g., PLato, haBLa) en palabras al nivel de la [palabra/frase/oración]

Will reduce the process of consonant sequence reduction by producing /l/ sequences (e.g., faLDa, aLTo) in words at the [word/phrase/sentence] level Disminuirá el proceso de reducción de secuencias consonánticas al producir secuencias con /l/ (e.g., faLDa, aLTo) en palabras al nivel de la [palabra/frase/oración]

Will reduce the process of cluster reduction by producing /r/ clusters (e.g., Primo, maDRe, oTRo) in words at the [word/phrase/sentence] level Disminuirá el proceso de reducción de grupos consonánticos al producir grupos consonánticos con /r/ (e.g., PRimo, maDRe, oTRo) en palabras al nivel de la [palabra/frase/oración]

Will reduce the process of consonant sequence reduction by producing /r/ sequences (e.g., caRTa, baRCo, áRBol) in words at the [word/phrase/sentence] level Disminuirá el proceso de reducción de secuencias consonánticas al producir secuencias con /r/ (e.g., caRTa, baRCo, áRBol) en palabras al nivel de la [palabra/frase/oración]

Phonology Goals for children ages 5+ – Substitution

Will reduce the process of gliding by producing appropriate consonants in words at the [word/phrase/sentence] level Disminuirá el proceso de semivocalización al producir consonantes apropiados en palabras al nivel de la [palabra/frase/oración]

Will reduce the process of vocalization by producing vocalic /r/ and/or /l/ at the [word/phrase/sentence] level Disminuirá el proceso de vocalización al producir la /r/ vocálica y/o la /l/ al nivel de la [palabra/frase/oración]

Will reduce the process of flap/trill deviation by producing the flap and/or trilled /r/ at the [word/phrase/sentence] level Disminuirá el proceso de la desviación de la ere y la erre al producir la ere y/o erre al nivel de la [palabra/frase/oración]

Will reduce the process of final consonant devoicing by producing all age-appropriate voiced phonemes in the final position of words at the [word/phrase/sentence] level Disminuirá el proceso de la desvocalización de los consonantes finales al producir todos los fonemas vocalizados en la posición final de palabras al nivel de la [palabra/frase/oración]

Receptive Language Goals

Receptive language goals target what a child understands. Vocabulary, following directions, and answering questions are among the areas targeted when we work on Receptive language. These receptive language goals are appropriate for preschool through adulthood. Here are some of our favorites.

Receptive Language Goals – Vocabulary

Will increase understanding of age-appropriate receptive vocabulary by identifying [#] unique nouns by pointing to pictures Aumentará conocimiento de vocabulario receptivo apropiado para su edad al identificar [#] sustantivos, señalando a fotos

Will increase understanding of age-appropriate receptive vocabulary by identifying [#] unique action verbs by pointing to pictures Aumentará conocimiento de vocabulario receptivo apropiado para su edad al identificar [#] verbos, señalando a fotos

Will increase understanding of age-appropriate receptive vocabulary by identifying [#] unique adjectives by pointing to pictures (size/shape/color/texture, etc.) Aumentará conocimiento de vocabulario receptivo apropiado para su edad al identificar [#] adjetivos, señalando a fotos (tamaño/forma/color/textura, etc.)

Will identify word-relationships by identifying parts of a whole by pointing to pictures/objects Identificará las relaciones entre palabras al identificar partes de un entero, señalando a fotos/objetos

Will identify word-relationships by identifying category members by grouping items/pointing to pictures Identificará las relaciones entre palabras al identificar miembros de una categoría, juntando objetos/señalando a fotos

Will identify word-relationships by completing analogies by pointing to a picture Identificará las relaciones entre palabras al completar analogías semánticas, señalando a fotos

Will identify age-appropriate concepts by pointing to parts of the body on self or a doll Identificará conceptos apropiados para su edad al apuntar a partes del cuerpo, en si mismo/a on en una muñeca

Will identify age-appropriate concepts by pointing to pictures/objects of color concepts Identificará conceptos apropiados para su edad al apuntar a conceptos de color, señalando a fotos/objetos

Will identify age-appropriate concepts by pointing to pictures/objects of size concepts Identificará conceptos apropiados para su edad al apuntar a conceptos de tamaño, señalando a fotos/objetos

Will identify age-appropriate concepts by pointing to pictures/objects of shape concepts Identificará conceptos apropiados para su edad al apuntar a conceptos de formas geométricas, señalando a fotos/objetos

Receptive Language Goals – Following Directions

Will follow #-step directions Seguirá instrucciones de #-paso

Will follow #-step directions with age-appropriate spatial concepts (in front, behind, on top, under, etc.) Seguirá instrucciones de # pasos que incluyen conceptos de ubicación apropiados para su edad (en frente, atrás, arriba, abajo etc.)

Will follow #-step directions with age-appropriate quantity concepts (all, none, some, etc.) Seguirá instrucciones de # pasos que incluyen conceptos de cantidad apropiados para su edad (todos, ninguna, algunos etc.)

Will follow #-step directions with age-appropriate quality concepts (color, size, shape) Seguirá instrucciones de # pasos que incluyen conceptos de calidad apropiados para su edad (color, tamaño, forma geométrica)

Will follow #-step directions with age-appropriate pronouns Seguirá instrucciones de # pasos que incluyen pronombres apropiados para su edad

Will follow #-step directions with age-appropriate temporal concepts Seguirá instrucciones de # pasos que incluyen conceptos temporales apropiados para su edad

Receptive Language Goals – Answering Questions

Will answer age-appropriate ‘yes/no’ questions related to personal experiences/classroom discussions/stories Contestará preguntas de ‘si/no’ apropiados para su edad en relación a experiencias personales/discusiones en el salón/cuentos

Will answer age-appropriate wh- questions related to a story Contestará preguntas apropiadas para su edad acerca de un cuento

Will answer age-appropriate wh- questions related to an activity Contestará preguntas apropiadas para su edad acerca de una actividad

Will answer age-appropriate wh- questions related to discussions Contestará preguntas apropiadas para su edad acerca de discusiones

Will answer a variety of age-appropriate wh- question types Contestará una variedad de preguntas apropiadas para su edad (quién, qué, cuándo, dónde, por qué y/o cómo)

Will answer ‘who,’ ‘what,’ and ‘where’ questions Contestará preguntas de “ quién,” “qué,” y “dónde”

Will answer ‘when,’ ‘why,’ and ‘how’ questions Contestará preguntas de “ cuándo,” “por qué” y “cómo”

Will answer ‘who’ questions Contestará preguntas de “quién”

Will answer ‘what’ questions Contestará preguntas de “qué”

Will answer ‘when’ questions Contestará preguntas de “cuándo”

Will answer ‘where’ questions Contestará preguntas de “dónde”

Will answer ‘why’ questions Contestará preguntas de “por qué”

Will answer ‘how’ questions Contestará preguntas de “cómo”

Receptive Language Goals – Other

Will sequence a)3 b)4 c)5 images to show the correct order of events after hearing a story Secuenciará a)3 b)4 c)5 imágenes para enseñar el order correcto de eventos después de oír un cuento

Will sequence a)3 b)4 c)5 images to show the correct order of events after an activity Secuenciará a)3 b)4 c)5 imágenes para enseñar el order correcto de eventos después de una actividad

Will sort images/objects into categories Clasificará imagenes/objetos en categorías

Will select the image/object that does not fit into a given category Escogerá el imagen/objeto que no pretenece a una categoría dada .

Expressive Language Goals

Expressive language goals target a child’s ability to express him/herself effectively. Skills as basic as making gestures or as complex as retelling a narrative can be addressed in speech therapy. We’ve included a broad range of expressive language topics and goals here.

Expressive Language Goals – Gestures/signs

Will pair vocalizations with gestures when indicating want or requesting objects Combinará vocalizaciones con gestos cuando indica en deseo o cuando pide algo

Will ask for “more” with words and/or signs Pedirá “mas” con palabras y/o gestos

Will indicate that he is “finished” with words and/or signs Indicará “se acabó” con palabras y/o gestos

Will ask for “help” using words and/or signs Pedirá “ayuda” con palabras y/o gestos

Expressive Language Goals – Early Language

Will imitate vocalizations when requesting objects Imitará vocalizaciones cuando pide objetos

Will vocalize and gesture to communicate “want.” Vocalizará y hará un gesto para comuicar “quiero”

Will imitate duplicated syllables Imitará sílabas duplicadas

Will imitate/produce four different syllable types Imitará/producirá cuatro tipos de sílabas distintas

Will imitate non-speech sounds, such as animal sounds or environmental noises Imitará sonidos que no son del habla, como los sonidos de animales o ruidos ambientales

Will imitate/produce 5 vowel sounds Imitará/producirá 5 sonidos vocales

Will respond to a question with “yes” or “no” Responderá a una pregunta con “sí” o “no”

Will use a word or phrase to request an object/activity Usará una palabra o frase para pedir un objeto/una actividad

Expressive Language Goals – Vocabulary Development

Will imitate names of 5-7 objects Imitará los nombres de 5 a 7 objetos

Will describe objects/pictures by identifying 2-3 critical features Describirá objetos/dibujos al identificar 2 a 3 características importantes

Will describe 20 common objects by giving name, attribute (color, size), function, or number with one request/question Describirá 20 objetos comunes dando el nombre, atributo (color, tamaño), función, o número con una pregunta

Will label [common objects/nouns/actions] in [a phrase/sentence/conversation] Nombrará [objetos comunes/sustantivos/acciones] en [una frase/oración/conversación]

Will use vocabulary to clearly describe ideas, feelings, and experiences Usará vocabulario para describir ideas, sentimientos y experiencias

Will name [#] items in a category: school items, home items, clothing, animals, colors, toys, etc. Nombrará [#] objetos en una categoría: objetos de la escuela, objetos de la casa, ropa, animales, colores, juguetes, etc.

Will name category of objects given [#] members of the target category Nombrarála la categoría dado [#] miembros de la categoría en cuestión

Will include an attribute (red/big/two) when describing objects Incluirá un atributo (rojo/grande/dos) cuando describa objetos

Will classify items by category and explain their relationships Clasificará objetos por categoría y explicará sus relaciones

Will state the function of an object Dirá la función de un objeto

Will state part-whole relationships Identificará la relación entre un objeto y sus partes funcionales

Will state the opposite of a target word Dirá el opuesto de una palabra en cuestión

Will state a synonym for a target word Dirá un sinónimo de una palabra en cuestión

Will state meanings of multiple-meaning words Dirá los significados de palabras con significados múltiplos

Will produce figurative language (similes, metaphors, hyperboles, personifications, etc.) during structured language activities Producirá lenguaje figurativo (símiles, metáforas, hipérboles, personificaciónes, etc.) durante actividades de lenguaje estructuradas

Expressive Language Goals – Utterance Expansion

Will increase utterance length to two words Aumentará sus frases para incluir dos palabras

Will Use 2-3 word utterances to describe [in a structured activity/in conversation] Usará 2-3 palabras en una frase para describir [durante una actividad estructurada/en una conversación]

Will use 4-5 word utterances to ask questions/comment/describe [in a structured activity/in conversation] Usará 4-5 palabras en una frase u oración corta para hacer preguntas/comentar/describir [durante una actividad estructurada/en una conversación]

Will name missing words (articles, prepositions, etc.) in orally presented sentences Identificará las palabras que faltan (artículos, preposiciones) en oraciones presentadas oralmente

Will include all necessary words in sentences during structured activities Incluirá todas las palabras necesarias en oraciones durante actividades estructuradas

Will respond during an activity with rote phrases (i.e. “It’s your turn.”) Responderá durante una actividad con frases familiares (i.e. “A ti te toca.”)

Will use descriptive words in utterances [to describe pictures/in a structured activity/in conversation] Usará palabras descriptivas en frases [para describir dibujos/durante una actividad estructurada/en conversación]

Will use complete, grammatical sentences to express his/her wants and needs and share information Usará oraciones completas y gramaticales para expresar sus deseos y necesidades y para compartir información

Will use simple grammatical sentences to relate past events Usará oraciones sencillas y gramaticales para contar de eventos del pasado

Will use simple grammatical sentences to explain word relationships Usará oraciones sencillas y gramaticales para explicar la relación entre palabras

Will use 2-4 words for a variety of communicative functions during daily activities Usará oraciones de 2-4 palabras por varias razones comunicativas durante actividades diarias

Will use 2-4 words to express his/her wants and needs Usará 2-4 palabras para expresar sus deseos y necesidades

Will use 2-4 words to comment or share information during structured activities Usará 2-4 palabras para comentar o compartir información durante actividades estructuradas

Will use 2-4 words sentences to answer simple Wh-questions during structured activities Usará 2-4 palabras para responder a preguntas sencillas durante actividades estructuradas

Expressive Language Goals – Morphology

Will use article/noun gender agreement [in a structured activity/in conversation] Usará los artículos con el género apropiado [durante una actividad estructurada/en conversación]

Will use article/noun number agreement [in a structured activity/in conversation] Usará los artículos con el número apropiado [durante una actividad estructurada/en conversación]

Will use [#] present progressive-tense verbs in [a phrase/sentence/conversation] Usará [#] verbos en el tiempo presente progresivo en [una frase/oraciones/ conversación]

Will use [regular/irregular] plural markers in [phrase/sentence/conversation] Usará el “-s” (ej, perros) y “-es” (arboles) que indican la forma plural en [frases/oraciones/conversación]

Will use present-tense verbs in [a phrase/sentence/conversation] Usará los verbos en el tiempo presente en [frases/oraciones/conversación]

Will use future-tense verbs in [a phrase/sentence/conversation] Usará los verbos en el tiempo futuro en [frases/oraciones/conversación]

Will use regular/irregular past-tense verbs in [a phrase/sentence/conversation] Usará los verbos [regulares/irregulares] en [frases/oraciones/conversación]

Expressive Language Goals – Syntax

Will form simple sentences containing a noun+verb during structured/unstructured therapy activities Formará oraciones simples que contienen un nombre+verbo durante actividades estructuradas/no estructuradas

Will form grammatically correct, simple sentences during structured activities Formará oraciones sencillas y gramaticales durante actividades estructuradas

Will use correct word order to describe or respond to questions regarding an activity, picture, or story Usará el orden correcto de las palabras para describir o responder a preguntas acerca de una actividad, un imagen, o un cuento

Will use correct subject-verb agreement in sentences to describe or respond to questions regarding an activity, picture, or story Usará las formas correctas de los verbos en oraciones para describir o responder a preguntas acerca de una actividad, un imagen, o un cuento

Will accurately use the preterit tense in sentences to describe or respond to questions regarding an activity, picture, or story Usará el pretérito en oraciones para describir o responder a preguntas acerca de una actividad, un imagen, o un cuento

Will include all necessary prepositions in sentences to describe or respond to questions regarding an activity, picture, or story Incluirá todas las preposiciones necesarias en oraciones para describir o responder a preguntas acerca de una actividad, un imagen, o un cuento

Will use compound subjects/objects in sentences Usará sustantivas compuestas en oraciones

Will use compound sentences using (and, but, or, etc.) Usará oraciones compuestas usando (y, pero, o, etc.)

Will include all necessary words to form simple, grammatical sentences Incluirá todas las palabras necesarias para formar oraciones sencillas y gramaticales

Expressive Language Goals – Narrative Development

Will sequence a story or activity that includes [#] parts Pondrá [#] partes de un cuento o actividad en orden

Will retell a story with visual cues (e.g. sequence cards) including problem and solution Recontará un cuento en orden incluyendo el problema y la solución con ayuda visual

Will use descriptive language to tell stories Usará lenguaje descriptivo para contar cuentos

Will tell a story from the past including [#] details in the right order Contará un cuento en el tiempo pasado usando [#] detalles en el orden correcto

Will use sequence words to verbally order an event (e.g. first, next, then, after that, last) Usará palabras temporales para poner en orden un evento (primero, segundo, después, al final)

Will use appropriate descriptive words to report an event/story Usará palabras descriptivas para reportar los eventos de un evento/cuento

Will state the sequence of an event/procedure Expresará la secuencia de un evento/procedimient o

Expressive Language Goals – Narrative Development for Older Students

Will answer “wh” questions after listening to a short story Contestará preguntas (qué, quién, dónde, cuándo, por qué, cómo) después de escuchar un cuento corto

Will name critical features of a story (who, what, when, where, outcome, main idea) Nombrará elementos esenciales de un cuento (quien, que, cuando, donde, consecuencias, e idea principal)

Will name critical features of a problem (who’s involved, how it’s solved, dangerous or not) Nombrará elementos esenciales de un problema (quien estaba involucrado, como se solucionó, era peligroso o no)

Will name critical features of an interaction (who, relationship, positive or negative) Nombrará elementos esenciales de una interacción (quien, relación, positiva o negativa)

Will distinguish between fact and fantasy Distinguirá entre fantasía y realidad

Will use appropriate narrative organization when relating stories Usará una organización narrativa apropiada cuando relata cuentos

Will include all story elements (characters, setting, problem, solution) when retelling a story Incluirá todos los elementos de un cuento (personajes, ambiente, problema, solución) cuando recuenta un cuento

Will retell a story or event including sufficient detail in the correct order Recontará un cuento o evento incluyendo detalles suficientes en el orden correcto

Will produce a verbal narrative including all story elements Producirá una narrativa verbal incluyendo todos los elementos de un cuento

Expressive Language Goals - Compare and Contrast

Vocabulary Expansion: Goal: Will expand their vocabulary by learning and using words related to comparing and contrasting. Example: The client will use comparative and superlative adjectives (e.g., bigger, smaller, taller) in sentences to describe objects and actions.

Descriptive Language: Goal: Will improve descriptive language skills by comparing and contrasting attributes of objects. Example: Given an object, the client will describe its color, size, shape, and texture, comparing and contrasting it with another object.

Sentence Structure: Goal: Will improve sentence structure by creating grammatically correct sentences to compare and contrast. Example: The client will construct sentences using appropriate sentence structures (e.g., “This is [object], and it is [adjective]. In contrast, [other object] is [adjective].”).

Storytelling: Goal: Will develop storytelling skills by comparing and contrasting characters, settings, or events in a narrative. Example: The client will retell a story, highlighting at least three similarities and three differences between characters, settings, or events.

Categorization: Goal: Will categorize and classify items based on similarities and differences. Example: Given a set of objects, the client will categorize them into groups, explaining the similarities that justify their grouping.

Critical Thinking: Goal: Will enhance critical thinking skills by analyzing and justifying comparisons and contrasts. Example: The client will discuss and defend their opinions by providing evidence to support their comparisons and contrasts.

Listening and Comprehension: Goal: Will improve listening and comprehension skills by identifying similarities and differences in spoken instructions or stories. Example: The client will listen to a short story or set of instructions and verbally identify at least two similarities and two differences.

Social Communication: Goal: Will improve social communication by engaging in conversations that involve comparing and contrasting ideas or experiences. Example: The client will participate in a group discussion, comparing and contrasting their weekend activities with a peer.

Pragmatic Language Goals

Pragmatic language speech therapy goals are goals that target a child’s ability to maneuver the social world. From eye gaze and body positioning to complex conversations and inferencing, we’re here with pragmatic language goals to support your child’s learning.

Pragmatic Language Goals – General Communication

Will relay a single-phrase/sentence message to a familiar/unfamiliar communication partner Transmitirá un mensaje de una sola frase / oración a un compañero de comunicación familiar / no familiar

Will make a request for [#] preferred items/activities during structured activities Hará una solicitud para [#] objetos preferidos/actividades durante actividades estructuradas

Will initiate a request with sign or gesture (raising hand, eye contact) Iniciará una solicitud con una señal o un gesto (levantar la mano, contacto visual)

Will spontaneously communicate wants needs and desires with rote phrase (I need…, Help me…) in 7/10 opportunities with model Comunicará de forma espontánea las necesidades y los deseos con una frase de memoria (necesito…, ayúdame con…)

Will choose between two objects or will identify a right or wrong answer when given two choices (true, false/yes, no/good, bad binary choice) Escogerá entre dos objetos o identificará una respuesta correcta o incorrecta cuando se le da dos opciones (cierto, falso/sí, no/bueno, malo elección binaria

Pragmatic Language Goals – Play Skills

Will describe the 3 parts of play and will modify their behavior according to feedback from others during play Describirá las 3 partes de jugar y modificar su comportamiento basado en las reacciones de otras personas mientras cuando están jugando

Will play with toys using their appropriate function Jugará con juguetes usando su función correcta

Will demonstrate parallel play with peers for [#] minutes Jugará a lado de sus compañeros por [#] minutos

Will demonstrate symbolic play Demostrará el juego simbólico

Will demonstrate pretend play Demostrará el juego de fantasía

Will take [#] turns during play activity with peer/teacher/parent Tomará [#] turnos cuando está jugando en una actividad con un/una compañero/a; un/a maestro/a; su padre/madre

Will demonstrate expected behaviors while waiting his/her turn Demostrará comportamientos esperados mientras espera su turno

Will share object/toy with a peer or adult when asked Compartirá un objeto/juguete con un/una compañero/a o adulto cuando se le pide

Pragmatic Language Goals – Joint Attention

Will demonstrate joint attention for [#] minutes Demostrará atención conjunta por [#] minutos

Will initiate pointing to gain the communication partner’s attention Apuntará para llamar el atención de una pareja de comunicación

Will follow eye gaze from the communication partner to an object [#] feet away Seguirá la mirada del pareja de comunicación a un objeto a [#] pies de distancia

Will use eye gaze to direct communication partner’s attention Usará la mirada de los ojos para dirigir el atención de la pareja de comunicación

Will track the eye gaze of others and predict what others are thinking about based on their eye gaze (and will modify their behavior depending on what others are looking at) Seguirá la mirada de los ojos de otras personas y predecirá lo que otras personas están pensando basándose en la mirada de los ojos (y modificara su comportamiento dependiendo en lo que otras personas están observando )

Pragmatic Language Goals – Behavior/Expectations

Will identify expected/unexpected behaviors in themselves and others Identificará comportamientos esperados/inesperados en si mismo/a y otras personas

Will demonstrate expected/unexpected behaviors in themselves Demostrará comportamientos esperados/inesperados en si mismo/a

Will modify their behavior according to feedback regarding his/her behavior Modificará su comportamiento dependiendo en la reacción de otras personas acerca de su comportamiento

Will describe how expected/unexpected behaviors affect the thoughts and feelings of others Describirá como los comportamientos esperados/inesperados afectan los pensamientos y sentimientos de otras personas

Will describe/predict how their own behavior will affect the thoughts and feelings of others Describirá/ Predecirá como su propio comportamiento afecta los pensamientos y sentimientos de los demás

Will describe his/her thoughts about others’ behavior Describirá sus pensamientos acerca del comportamiento de otras personas

Will modify their behavior based on the actions of others Modificará su comportamiento basado en las acciones de otras personas

Will monitor and modify his/her behavior to keep his body and brain in the group Vigilará y modificará sus propios comportamientos para mantener su cuerpo y su cerebro en el grupo

Will use emotional regulation strategies when faced with a difficult task Utilizará estrategias de regulación emocional cuando se enfrente a una tarea difícil

Will maintain appropriate personal space Mantendrá el espacio personal apropiado

Will use appropriate volume for the setting Utilizará el volumen correcto para el entorno

Will adjust vocal volume when asked Ajustará el volumen vocal cuando se le solicite

Pragmatic Language Goals – Conversation

Will use a novel greeting when initiating conversation with a peer Utilizará un saludo novedoso al iniciar una conversación con un/a compañero/a

Will initiate conversations [#] times over the course of [#] therapy days Iniciará conversaciones [#] veces durante [#] días de terapia

Will take [#] turns during conversation with peer/teacher/parent/ Tomará [#] turnos de hablar durante una conversación con un/a compañero/a; un/a maestro/a; su madre/padre

Will maintain the topic of conversation for [#] conversational turns Mantedrá el tema de conversación durante [#] turnos de conversación

Will turn his/her body and face toward the conversational partner Volterará su cuerpo y su rostro hacia el interlocutor

Will describe expected and unexpected behaviors for a conversation (topic maintenance, topic changes, asking questions, topic-related comments, unrelated comments, appropriate interruptions, long talking turn, not responding, initiating conversations, etc.) Describirá los comportamientos esperados e inesperados de una conversación (mantenerse en tema, cambiar de tema, hacer preguntas, hacer comentarios en tema, hacer comentarios que no están de tema, interrupciones apropriadas, hablar demasiado, no contestar, iniciar una conversación, etc.)

Will describe related emotional responses of communicative partners when a student uses expected behaviors and unexpected behaviors during conversations Describirá las respuestas emocionales de una persona con quien está hablando cuando el estudiante demuestra los comportamientos esperados e inesperados de una conversación

Will demonstrate expected behaviors for a conversation during preferred and un-preferred topics Demostrará comportamientos esperados de una conversación durante conversaciones de temas preferidas y no preferidas

Will report on how someone else is feeling based on observing their body language Describirá cómo se siente otra persona basándose en sus observaciones de lenguaje corporal

Pragmatic Language Goals – Predictions/Inferencing

Will respond to questions that require predictions/inferences from picture cards, short paragraph,or a short story Contestará preguntas que requieren una predicción o inferencia, acerca de fotos, un párrafo corto, o un cuento corto

Will make a prediction (smart guess) after observing others, looking at picture cards, listening to a short paragraph, or listening to a short story Hará una predicción (“adivinanza”) después de observar a otras personas, mirar a fotos, escuchar a un párrafo corto, o escuchar un cuento corto

Fluency Goals

Fluency goals are intended to support children who stutter by desensitizing them to the stutters and providing them with tools to modify and shape their stutters to give them more control over their speech. In this goal bank you’ll find the fluency goals we use most often.

Fluency Goals – Desensitization

Will increase knowledge related to stuttering issues Aumentará el conocimiento acerca de la tartamudez

Will demonstrate knowledge of anatomy and physiology of speech Demostrará el conocimiento de la anatomía y fisiología del habla

Will demonstrate knowledge of facts/information related to stuttering Demostrará el conocimiento de hechos/información acerca de la tartamudez

Will explore feelings associated with stuttering (e.g. fear, anger, embarrassment, pride) during discussion Explorará sentimientos relacionados con la tartamudez (por ejemplo miedo, ira, vergüenza, orgullo) durante discursos

Will recognize disfluencies in him/herself and others Reconocerá los tartamudeos en su habla y el habla de otras personas

Will identify different types of speech (bumpy/smooth, fast/slow) Identificará varios tipos del habla (duro/suave, rapido/despacio)

Will determine if the therapist is using “fast” or “slow” speech Determinará si la terapeuta habla “rápido” o “despacio”

Will determine if he/she is using “fast” or “slow” speech Determinará si él/ella habla “rápido” o “despacio”

Will determine if the therapist is using “smooth” or “bumpy” speech Determinará si la terapeuta habla “suave” o “duro”

Will determine if he/she is using “smooth” or “bumpy” speech Determinará si él/ella mismo/misma habla “suave” o “duro”

Will participate in desensitization activities Participará en actividades de insensibilización hacia la tartamudez

Will identify instances of stuttering when listening to a recording of him/herself Identificará casos de tartamudeo al escuchar una grabación de si mismo/a

Will decrease avoidance behaviors by entering 3 specific situations that were previously avoided Disminuirá los comportamientos de evitación al ingresar a 3 situaciones específicas que se evitaron previamente

Will demonstrate desensitization by pseudo-stuttering in the therapy setting/in the classroom Demostrará desensibilización al pseudo-tartamudear en el entorno de la terapia/en el aula

Fluency Goals – Stuttering Modification Techniques

Will name and describe stuttering modification techniques (cancellation, pull-out, preparatory set, relaxed stuttering, voluntary stuttering) Nombrará y describirá las estrategias de modificar la tartamudez (cancelación, salir suavemente de un momento de desfluidez, conjunto preparatorio, tartamudeo relajado, tartamudeo voluntario)

Will use stuttering modification techniques during therapy activities Usará estrategias de modificación del tartamudez durante actividades de la terapia

Will maintain eye contact during stuttering moment during structured therapy activities/in an assigned situation outside of therapy/during daily activities Mantendrá el contacto visual durante el tartamudeo durante actividades estructuradas de terapia/ en situaciones fuera del salón de terapia/ durante actividades cotidianas

Will name and describe the technique of voluntary stuttering Nombrará y describirá la estrategia del tartamudeo voluntario

Will use voluntary stuttering during structured therapy activities/in an assigned situation outside of therapy/during daily activities Tartamudeará voluntariamente durante actividades estructuradas de terapia/ en situaciones fuera del salón de terapia/ durante actividades cotidianas

Will name and describe cancellation Nombrará y describirá la estrategia de la cancelación

Will use cancellation to name and describe/in structured activities/in narration or conversation/outside of therapy Usará cancelacion para nombrar y describir/durante actividades estructuradas de terapia / durante la narración o conversación/fuera del salón de terapia

Will name and describe the strategy of pull-out Nombrará y describirá la estrategia de salir suavemente de un momento de desfluidez

Will use the strategy of pull-out to name and describe/in structured activities/in narration or conversation/outside of therapy Usará la estrategia de salir suavamente de un momento de desfluidez para nombrar y describir/durante actividades estructuradas de terapia / durante la narración o conversación / fuera del salón de terapia

Will name and describe preparatory set Nombrará y describirá la estrategia de ‘prepatory set’(conjunto preparatorio)

Will use preparatory set to name and describe/in structured activities/in narration or conversation/outside of therapy Usará la estrategia de ‘prepatory set’(conjunto preparatorio) para nombrar y describir/durante actividades estructuradas de terapia / durante la narración o conversación / fuera del salón de terapia

Will name and describe relaxed stuttering Nombrará y describirá la estrategia del tartamudeo relajado

Will use relaxed stuttering to name and describe/in structured activities/in narration or conversation/outside of therapy Usará la estrategia del tartamudeo relajado para nombrar y describir/durante actividades estructuradas de terapia/durante la narración o conversación / fuera del salón de terapia

Fluency Goals – Fluency Shaping Techniques

Will name and describe fluency facilitating techniques (i.e. easy onset, relaxed breathing, slowed speech, light contact, continuous phonation) Nombrará y describirá las estrategias que facilitan la fluidez(empezar suave, respiración relajada, habla lenta, contacto ligero, fonación continua)

Will use slow rate when telling a story or during other structured therapy activity Utilizará un ritmo lento al contar un cuento o durante otra actividad de terapia estructurada

Will name and describe the technique of easy onset Nombrará y describirá la estrategia de empezar suave

Will use easy onset at the word level/ at the phrase level/ when telling a story or during other structured therapy activity Utilizará la estrategia de empezar suave en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada

Will use easy onset during a 5-minute conversational task in the therapy setting Utilizará la estrategia de empezar suave durante una conversación de 5 minutos en el entorno de la terapia

Will name and describe the technique of relaxed breathing Nombrará y describirá la estrategia de la respiración relajada

Will use relaxed breathing at the word level/ at the phrase level/ when telling a story or during other structured therapy activity Utilizará la estrategia de la respiración relajada en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada

Will use relaxed breathing during a 5-minute conversational task in the therapy setting Utilizará la estrategia de la respiración relajada durante una conversación de 5 minutos en el entorno de la terapia

Will name and describe the technique of slowed speech Nombrará y describirá la estrategia del habla lenta

Will use slowed speech at the word level/ at the phrase level/ when telling a story or during other structured therapy activity Utilizará la estrategia del habla lenta en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada

Will use slowed speech during a 5-minute conversational task in the therapy setting Utilizará la estrategia del hable lenta durante una conversación de 5 minutos en el entorno de la terapia

Will name and describe the technique of light contact Nombrará y describirá la estrategia del contacto ligero

Will use light contact at the word level/ at the phrase level/ when telling a story or during other structured therapy activity Utilizará la estrategia del contacto ligero en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada

Will use light contact during a 5-minute conversational task in the therapy setting Utilizará la estrategia del contacto ligero durante una conversación de 5 minutos en el entorno de la terapia

Will name and describe the technique of continuous phonation Nombrará y describirá la estrategia de la fonación continua

Will use continuous phonation at the word level/ at the phrase level/ when telling a story or during other structured therapy activity Utilizará la estrategia de la fonación continua en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada

Will use continuous phonation during a 5-minute conversational task in the therapy setting Utilizará la estrategia de la fonación continua durante una conversación de 5 minutos en el entorno de la terapia

Will use 2 fluency shaping techniques (i.e. easy onset, relaxed breathing, slowed speech, light contact, continuous phonation) during a 5-minute conversation in the therapy setting Utilizará 2 estrategias que facilitan la fluidez (empezar suave, respiración relajada, habla lenta, contacto ligero, fonación continua) durante una conversación de 5 minutos en el entorno de la terapia

Will use fluency shaping techniques (i.e. easy onset, relaxed breathing, slowed speech, light contact, continuous phonation) when telling a story or during other structured therapy activities Utilizará estrategias que facilitan la fluidez (empezar suave, respiración relajada, habla lenta, contacto ligero, fonación continua) al contar un cuento o durante otras actividades de terapia estructuradas

Fluency Goals – Secondary Behaviors

Will identify and reduce secondary behaviors in structured activities during therapy/ in narration or conversation during therapy/ outside of therapy in school or social settings

Identificará y reducirá los comportamientos secundarios durante actividades estructuradas en la terapia/ en narrativos o conversación durante la terapia/ afuera de la terapia en la escuela o entornos sociales

Voice Goals

Voice speech therapy goals target volume, resonance, pitch, breath support, and vocal hygiene to support those whose voices interfere with their ability to communicate effectively. Some of our favorites are included below.

Voice Goals – Volume

Will approximate target volume level in words Aproximará un nivel de volumen apropiado en palabras

Will approximate target volume level in sentences Aproximará un nivel de volumen apropiado en oraciones

Will approximate target volume level in connected speech Aproximará un nivel de volumen apropiado en habla continua

Will approximate target volume level in non-therapy situations Aproximará un nivel de volumen apropiado en situaciones no-terapeuticas

Will approximate target volume level for optimal participation Aproximará un nivel de volumen apropiado para participación óptima

Will approximate target volume level in classroom activities Aproximará un nivel de volumen apropiado en actividades en el aula

Will speak using a volume appropriate to varied situations, within the limits of his/her physical mechanism Hablará usando un volumen apropiado en diferentes situaciones, dentro del rango normal de su mecanismo físico

Voice Goals – Resonance

Will describe the general problem and the goal of therapy Describirá el problema general y la meta de terapia

Will explain the function of the vocal mechanism Explicará la función del mecanismo vocal

Will judge appropriateness of model voice Evaluará la calidad apropiada de la voz con un modelo de la terapista

Will judge appropriateness of student’s own voice Evaluará la calidad apropiada de su propia voz

Will identify appropriate/inappropriate nasal resonance in self and others Identificará resonancia nasal apropiada/no apropiada en sí mismo/a y los demás

Will speak using optimal voice resonance, within the limits of his/her physical mechanism Hablará usando resonancia vocal óptima, dentro de los límites de su propio mecanismo físico

Will use appropriate nasal resonance in single words/ phrases/ sentences/ paragraphs/ conversational speech sará resonancia nasal apropiada en el nivel deseado [palabras, frases, oraciones, conversaciones]

Will approximate target resonance in phonemes, syllables, words, phrases, sentences, connected speech, different speaking situations Usará resonancia nasal aproximada en fonemas, sílabas, palabras, frases, oraciones, conversación, y situaciones diferentes

Voice Goals – Pitch

Will imitate optimum pitch in syllables, words, phrases and sentences Imitará tono de voz óptimo en sílabas, palabras, frases y oraciones

Will use optimum pitch in syllables, words, phrases, and sentences Usará tono de voz óptimo en sílabas, palabras, frases y oraciones

Will use optimum pitch in reading and structured conversation Usará tono de voz óptimo en lectura y conversación estructurada

Will use optimum pitch in conversational speech across two environments Usará tono de voz óptimo al nivel de conversación a través de dos lugares

Will use appropriate vocal pitch in single words progressing to conversational speech Usará tono vocal apropiado al nivel deseado [palabras, frases, oraciones, conversaciones]

Will use appropriate stress patterns in single words progressing to conversational speech Usará patrones de estrés apropiados al nivel deseado [palabras, frases, oraciones, conversaciones]

Voice Goals – Breath Support

Student will describe the general problem and the goal of therapy Describirá el problema general y la meta de terapia

Will judge appropriateness of his/her own voice Evaluará la calidad apropiada de su propia voz

Will identify situations in which appropriate volume is needed Identificará situaciones cuando sea necesario usar un volumen apropiado

Will establish adequate breath support Establecerá un nivel de respiración adecuada para el habla

Will sustain phonation for 10-15 seconds at target loudness level Sostendrá fonación por 10-15 segundos al nivel apropiado de volumen

Voice Goals – Self-Awareness and Vocal Hygiene

Will identify basic anatomical features (larynx [voice box], throat, tongue. etc.) given a diagram Identificará las características anatómicas básicas (laringe, garganta, lengua, etc) dado un diagrama

Will describe how voice is produced to include phonation, resonance, and respiration Describirá cómo se produce la voz para incluir fonación, resonancia, y respiración

Will describe basic features of voice (quality, volume, pitch, nasality) Describirá las características básicas de la voz (calidad, volumen, tono, nasalidad)

Will describe and imitate optimal breathing while speaking Describirá e imitará la respiración óptima mientras habla

Will name [#] healthy vocal hygiene practices Nombrará [#] prácticas saludables de hygiene vocal

Will implement hydration regimen over [#] weeks/sessions Implementará un régimen de hidratación durante [#] semanas/sesiones

Will eliminate vocal overuse to improve health of vocal folds Eliminará el use excesivo de la voz para mejorar la salud de la cuerdas vocales

Will reduce vocal effort and fatigue by decreasing upper body tension Reducirá el esfuerzo vocal y la fatiga al disminuir la tension en la parte superior del cuerpo

AAC (or alternative and augmented communication) goals support people who communicate using methods other than using their speaking mechanism to communicate. They may use gestures, signs, words, or symbols on a core board or device to communicate their wants and needs.

Will use a carrier phrase (i.e. “I want” or “Can I have”) when making requests for preferred items/activities Utilizará una frase de soporte (es decir, “quiero” o “puedo tener”) al realizar solicitudes de artículos/actividades preferidos

Will protest by pointing to the “I don’t want” symbol on the communication board Protestará sealando el símbolo “no quiero” en el tablero de comunicación

Will link subject, verb, and noun to create a simple sentence during structured activities Juntará sujeto, verbo, y sustantivo para crear una oración sencilla durante actividades estructuradas

Will use directives to generate a multi-word utterance (i.e. “go+[subject]”) during a structured game/activity Utilizará directivas para generar un enunciado de varias palabras (es decir, “va+[sujeto]”) durante un juego/actividad estructurado

Will initiate a greeting to familiar communication partners Iniciará un saludo a compañeros de comunicación familiares

Will respond to yes/no questions using gestures, signs, words, or symbols Responderá a preguntas sí/no usando gestos, señas, palabras, o símbolos

Will use the phrase “I need help” to request assistance during structured/unstructured tasks Utilizará la frase “necesito ayuda” para pedir ayuda durante actividades estructuradas/no estructuradas

Will select the appropriate symbol to communicate “more” or “all done” following engagement with an activity/object Selecionará el símbolo apropiado para comunicar “más” o “se acabó” despues de participar en una actividad/con un objeto

Will navigate to the appropriate category within the AAC system when participating in a categorization activity Navegará a la categoría apropiada dentro del Sistema CAA cuando participle en una actividad de categorización

Need Speech and Language Goals in Spanish?

We translated all our goals into Spanish for you to share with Spanish-speaking parents. Just copy the Spanish portion along with the English portion and paste them into your speech language report.

There is a trick we can use when a child speaks Spanish or another language and we are unsure which speech and language goals: Choose goals that are appropriate in both languages! Look here:

Speech Therapy Goals that Work Regardless of Home Language

Early language milestones, toddler language skills, preschool language skills, school-age language skills, what are smart speech therapy goals.

If your goals meet the above criteria, you should be in great shape. There are professional worlds however where goal writing is not the norm (Gasp!). Those professions, in my opinion, are continually working to move in our direction. Most commonly they rely on the acronym S.M.A.R.T that comes out of a project management paper that was written in 1981 . It stands for:

It’s a catchy acronym and useful if it helps you include all the necessary components. Again, if you cut and paste from above you should be in good shape. Smart goals examples for speech therapy would include the following:

How Many Ideas Should a Specific Speech Goal Statement Contain?

The answer is 1. Anything more might not be attainable in the time period and is difficult to update. If you say “Child will produce /s/ clusters and produce initial /s/” what do you focus on? What do you do if they master half of the goal?

What is the solution? We either write a second goal or this is where goal objectives come in. A sample speech goal with objectives would look like this:

Goal 1: Child will produce all age-appropriate sounds with 80% accuracy and minimal assistance. Objective 1:1: Child will produce /s/ clusters with 80% accuracy and minimal assistance. Objective 1:2: Child will produce initial /s/ with 80% accuracy and minimal assistance.

IEP Goal Writing for Speech Language Pathologists

Writing speech goals doesn’t have to be complex, and speech goals do not have to be long, but they do have to be accurate in four specific ways.

Appropriate: Speech therapy goals need to take into consideration the student’s age and any second language influence.
Measurable: They need to include a percent or a fraction that demonstrates when the goal is achieved. E.g., in 7/10 opportunities.
Qualified: They need to state how much help is needed to achieve the goal, usually stated as: minimal, moderate, or maximal support.
Functional: In a school setting, function means that a goal supports a child academically. Writing speech goals is easy in the schools because communication development aids reading, writing, participation, and almost anything that goes on in the classroom. In a clinic setting, goals that don’t demonstrate functionality are often rejected by insurance companies. Goals need to be improved to show how they will promote things like well-being, or safety before being resubmitted.

Here’s a bit more on functionality:

Writing Speech Therapy Goals Also Has to be Functional

As an SLP, I know that it’s important to write good, measurable speech therapy goals. I get this. When I am working with my clients and students, I make sure everything is measurable. Ruby will produce the pre-vocalic /r/ sound at the sentence level in 7/10 opportunities without prompting across 3 consecutive sessions.

Here’s the thing, though.

Speech Therapy Goals Need to Be Functional

I needed to make my goals more functional. What do I mean by this? I needed to make sure my speech goals and objectives really impacted my client’s day-to-day life. Case in point—I am currently working with a 24-year-old young man, Chris. After a few speech therapy sessions and communication with the gentleman, I understand that he is most excited about meal time, creating art and watching his favorite television shows. His goals are the following:

Examples of Long Term Goals for Speech Therapy

Goal 1: Express wants and needs using a variety of 3-word combinations in 70% of opportunities, given no cues. Goal 2: Describe (e.g., color, size) using a variety of 2-3word combinations in 50% of opportunities, given no cues. Goal 3: Request for a continuation of an activity or more of an item by using 2-3 word combinations in 50% of opportunities, given no cues.

The Impact of Good Speech Goals

So, during his twice-weekly speech therapy sessions, we use his communication device to make a choice for his desired meal items, describe the type of art he wants to create and ask for continuation of House of Payne, a television sitcom. The speech therapy goals directly impact his daily living activities. Watch this video of Chris as he uses his communication skills to participate in purchasing art supplies and going out to lunch:

Students need to know what speech therapy goals they are working on.

Think about it, how successful would you be if you didn’t have goals set for what you wanted to accomplish? How in-shape would you be if you went to the gym twice a week but through you were there just to “play games.” Sure, it might be fun but would you reach your goals?

I remember having a group of 4 students working on different speech therapy goals at different levels. The 2nd graders definitely knew their goals. They also knew each other’s goals. So, one day, when Jose had a great day producing his initial /r/ sounds, James said, “Jose, you did awesome on your /r/ sound today!” The comment was meaningful to Jose, and the students learned to support one another. It made the group more accountable and was also a great way to build rapport.

You can even do this with younger students. I have had clients as young as two-years old who know they come to speech to work on their “buh” and “puh” sounds. So, when they made the sound, they were SO proud of their efforts.

speech iep goals also need to be functional

Addressing Speech Therapy Goals Throughout Sessions

Children make great progress when they identify their speech and language goals in every session. Here are three ways to do it.

Schedule for the day: When you outline what the day’s session will be about, have each child state their goal right after the Greetings.

During speech and language tasks , have children take data on their goal.

More Speech Therapy Goal Writing Resources:

Using the Curriculum to Formulate IEP Goals

Writing Measurable Goals

Also! Read what we wrote on Sequencing Goals

Choose the right goals for your bilingual learners!

Developmental Speech and Language Norms for Spanish and English E-book

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Speech-Language Pathology IEP Goals: A Complete Guide and Goal Bank

Introduction

Effective communication is the cornerstone of a student's education and overall development. For some students facing unique communication challenges, Speech-Language Pathologists (SLPs) play a crucial role in paving the way toward proficient communication. Individualized Education Program (IEP ) goals in Speech-Language Pathology serve as powerful tools, uniquely tailored to address each student's specific communication needs. These goals guide educators, therapists, and parents toward a shared destination: empowering students to communicate confidently, express themselves authentically, and navigate both academic and social environments.

In this comprehensive guide we:

Provide practical insights into crafting meaningful objectives
Offer a goal bank with real-world examples
Emphasize collaborative efforts needed to support students on their communication journeys

Understanding Speech-Language Pathology IEP Goals

The term "IEP goals" carries profound significance. An IEP, or Individualized Education Plan, is a personalized blueprint designed to ensure that every student, regardless of their unique challenges, receives an education tailored to their needs. At its heart, IEP goals are the compass guiding this journey, directing educators and specialists toward specific objectives that will help students flourish academically and socially.

Defining IEP Goals: Personalized Pathways to Success

IEP goals are precise, measurable objectives that chart a student's progress in various domains of education. They are not one-size-fits-all; instead, they are meticulously tailored to address the individual strengths and challenges of each student. These goals encompass a wide spectrum of skills, ranging from academic achievements to specialized areas such as Speech-Language Pathology (SLP).

The Role of Speech-Language Pathology (SLP)

Speech-Language Pathology (SLP) offers support for students facing communication difficulties. SLP professionals, known as Speech-Language Pathologists, possess the expertise to diagnose and treat a wide range of speech and language disorders, articulation difficulties, fluency disorders, voice disorders, and more. Their role extends beyond merely helping students articulate words clearly; it encompasses fostering effective communication in all its forms.

The Significance of IEP Goals in Speech-Language Pathology

Within the context of SLP services, IEP goals serve as the foundation upon which Speech-Language Pathologists build their intervention plans. Whether addressing articulation issues, language delays, or social communication challenges, SLPs rely on IEP goals to ensure that their strategies align with the specific needs of each student.

In the sections that follow, we will delve deeper into the art of crafting meaningful and impactful IEP goals in Speech-Language Pathology. We'll explore the intricacies of goal setting, share practical insights into aligning goals with students' unique communication profiles, and provide real-world examples that showcase the transformative power of well-crafted IEP goals.

Certainly! Here's an expanded Section 2 for your blog post on Speech-Language Pathology (SLP) IEP Goals:

The IEP Process: From Referral to Evaluation:

The journey of crafting and implementing Speech-Language Pathology (SLP) IEP goals is intricately woven into the larger landscape of the Individualized Education Program (IEP) process. Understanding this process, step by step, is essential to appreciate the vital role SLPs play in ensuring students' communication needs are met comprehensively.

The IEP Process Unveiled

The IEP process is a structured approach designed to identify, evaluate, and support students with diverse needs. It encompasses several key stages, each playing a pivotal role in shaping the educational experience of the student.

1.Referral: The process begins with a referral, where a student's unique needs are brought to the attention of educators and specialists. This stage is often initiated by teachers, parents, or other professionals who observe challenges in a student's communication skills.

SLP's Role : Speech-Language Pathologists may be among the first to identify communication difficulties and initiate the referral process. Their expertise in assessing speech and language disorders equips them to identify students who would benefit from SLP services.

2. Evaluation : Following the referral, a comprehensive evaluation is conducted to assess the student's strengths and challenges. This assessment involves a multidisciplinary team , which may include the SLP, working together to gather data, conduct tests, and analyze the student's communication abilities.

SLP's Role : In the evaluation stage, SLPs play a crucial role in assessing the student's speech and language skills. They contribute valuable insights into the nature and extent of communication difficulties, helping to inform the development of IEP goals tailored to the student's needs.

3. Eligibility Determination : Based on the evaluation results, the IEP team determines whether the student is eligible for specialized services. If eligibility is established, the team proceeds to create the student's individualized education plan, which includes SLP-related goals.

SLP's Role : SLPs provide critical input during the eligibility determination process, drawing on their expertise to advocate for students who require speech and language support. Their insights guide the team in making informed decisions about the student's eligibility.

4. Goal Setting : With eligibility confirmed, the IEP team, including the SLP, collaborates to set specific, measurable, and achievable goals for the student. These goals are at the heart of the IEP and serve as the foundation for intervention strategies.

SLP's Role : Speech-Language Pathologists take a lead role in crafting communication-related goals that address the student's individual needs. These goals are designed to enhance the student's speech production, language comprehension, or social communication skills.

5. IEP Implementation : Once the IEP is developed, it is put into action. SLPs work closely with the student, educators, and other professionals to implement the strategies and interventions outlined in the plan.

SLP's Role : SLPs are instrumental in delivering specialized services as outlined in the IEP. They employ evidence-based techniques and interventions to support the student in achieving their communication goals.

6. Progress Monitoring : Regular progress monitoring is essential to ensure that the student is making meaningful strides toward their goals. Adjustments to the IEP may be made based on the student's progress and evolving needs.

SLP's Role : Speech-Language Pathologists play a central role in tracking the student's communication progress. They use assessment data and ongoing observations to gauge the effectiveness of interventions, adapting strategies as necessary.

7. Collaboration: Throughout the IEP process, collaboration is key. This extends not only to the professionals involved but also to parents and caregivers who play a vital role in supporting the student's journey.

SLP's Role : SLPs foster collaboration by engaging with parents and other professionals to ensure a holistic approach to communication support. They provide insights, guidance, and resources to empower families in helping their child succeed.

Crafting Effective SLP IEP Goals

In Speech-Language Pathology (SLP), the path to effective communication starts with clear, purposeful goals. These goals act as guides for educators, specialists, and students, leading them toward proficient communication. To do this effectively, create SMART SLP IEP goals—ones that are Specific, Measurable, Achievable, Relevant, and Time-bound.

1. Specific : Tailored to the student's unique needs.

2. Measurable : Trackable for progress.

3. Achievable : Realistic and attainable.

4. Relevant: Address specific communication challenges.

5. Time-bound : Set clear deadlines.

Common SLP IEP Goal Areas

Speech-Language Pathologists (SLPs) play a pivotal role in helping students overcome a wide array of communication challenges. To appreciate the breadth of their expertise, let's explore some of the common domains in which SLPs work their magic:

1. Articulation and Phonology

- Goal : Improve the clarity of speech sounds.

- Example : The student will correctly produce the /s/ and /z/ sounds in words and sentences with 80% accuracy in three consecutive therapy sessions.

2. Expressive Language

- Goal : Enhance the ability to express thoughts and ideas.

- Example : The student will use complete sentences to describe a picture or event, incorporating appropriate vocabulary and grammar.

3. Receptive Language

- Goal : Strengthen comprehension skills.

- Example : The student will follow two-step directions in the classroom environment, demonstrating understanding by completing tasks accurately.

4. Fluency (Stuttering)

- Goal: Improve speech fluency and reduce stuttering behaviors.

- Example: The student will employ smooth, uninterrupted speech patterns during oral presentations, with the ability to self-monitor and implement fluency techniques.

- Goal : Enhance vocal quality and resonance.

- Example: The student will use appropriate pitch and volume levels during conversational exchanges, maintaining vocal health and clarity.

6. Social Communication and Pragmatics

- Goal : Develop effective social interaction skills.

- Example : The student will engage in reciprocal conversations with peers, demonstrating turn-taking, active listening, and appropriate body language.

These are just a few of the areas where SLPs make a profound impact. Each goal is carefully tailored to the unique needs of the student, ensuring that interventions address specific challenges while promoting confidence and proficiency in communication.

In the next sections, we'll delve deeper into these domains, providing further insights and practical examples to illuminate the path toward achieving these goals.

IEP Goal Bank for Speech-Language Pathology

Articulation and phonology.

Preschool (Ages 3-5):

The student will correctly produce the /k/ and /g/ sounds in initial and final word positions with 90% accuracy in spontaneous speech, as measured by audio recording and analysis.
The student will reduce tongue thrust patterns, achieving 80% accuracy in structured speech tasks, as measured by audio recording and analysis.

Elementary (Ages 6-8):

The student will use age-appropriate speech sounds when describing pictures, achieving 100% intelligibility among peers, as measured by peer evaluations.
The student will maintain appropriate oral posture for speech production, reducing jaw tension and strain, as measured by an SLP's visual observation.

Middle School (Ages 9-12):

The student will generalize correct /s/ and /z/ sounds from structured activities to conversational speech, as measured by audio recording and analysis.
The student will improve the production of blends (e.g., "bl," "fl," "sn") in words and sentences, achieving 80% accuracy in structured speech tasks, as measured by audio recording and analysis.

Expressive Language

The student will use basic vocabulary to express needs and preferences in sentences with 4-5 words, as measured by language samples.
The student will increase the use of action verbs in spoken sentences and describe sequential events, demonstrating a 100-word vocabulary, as measured by language samples.
The student will construct complex sentences with conjunctions (e.g., "although," "while") in written assignments, achieving 85% accuracy.
The student will expand vocabulary by using synonyms, antonyms, and figurative language appropriately in oral and written language, as measured by vocabulary assessments.
The student will improve narrative skills by generating original stories with a clear beginning, middle, and end, incorporating descriptive details, achieving 90% accuracy, as measured by narrative assessments.
The student will use persuasive language and argumentative strategies in written essays, demonstrating effective communication of ideas, as measured by written compositions.

Receptive Language

The student will follow one-step and two-step directions related to daily routines, such as "pick up the crayons and put them in the box," with 85% accuracy, as measured by teacher observations.
The student will identify objects, actions, and spatial concepts in pictures and respond to "wh" questions (e.g., "Where is the cat?") with 80% accuracy, as measured by language samples.
The student will listen to short stories and answer complex comprehension questions, including inferential questions, with 90% accuracy, as measured by reading comprehension assessments.
The student will demonstrate improved auditory memory by recalling and summarizing spoken information, including main ideas and details, as measured by recall exercises.
The student will use effective listening strategies, such as paraphrasing and asking clarifying questions, during classroom discussions and lectures, as measured by teacher feedback.
The student will identify figurative language elements (e.g., similes, metaphors, idioms) in written texts and explain their meanings, achieving 85% accuracy, as measured by reading comprehension assessments.

Fluency (Stuttering)

The student will reduce instances of stuttering by using easy onsets and light contacts during speech, achieving 95% fluency in structured speaking tasks, as measured by audio recording and analysis.
The student will increase self-awareness of stuttering behaviors and use self-correction strategies, as measured by self-monitoring logs.
The student will participate in classroom activities that involve speaking in front of peers, demonstrating improved fluency and control, as measured by teacher observations.
The student will confidently engage in peer conversations, including open discussions and debates, demonstrating consistent fluency, as measured by peer evaluations and recorded conversations.
The student will use appropriate pitch and resonance in speech, achieving a balanced vocal tone, as measured by audio recording and analysis.
The student will employ vocal techniques to convey emotions and intentions effectively in spoken language, as measured by audience understanding and feedback.
The student will improve vocal hygiene practices, reducing vocal strain and hoarseness, as measured by an SLP's visual observation and self-reporting.

Social Communication and Pragmatics:

The student will initiate and maintain conversations with peers, incorporating turn-taking and active listening skills, as measured by peer evaluations and recorded conversations.
The student will use polite language and request clarification appropriately during social interactions, demonstrating effective communication, as measured by teacher observations.
The student will interpret non-verbal cues, such as body language and facial expressions, to understand social contexts and adjust behavior accordingly, as measured by comprehension of non-verbal cues in social interactions.
The student will engage in cooperative group activities, demonstrating the ability to negotiate, compromise, and resolve conflicts with peers, as measured by teacher observations.
The student will engage in role-play scenarios to practice problem-solving and conflict resolution in social situations, as measured by performance in role-play exercises.
The student will use appropriate communication strategies in academic settings, such as seeking clarification from teachers and participating in classroom discussions, as measured by teacher feedback.

In the world of Speech-Language Pathology (SLP), the importance of setting clear and purposeful goals cannot be overstated. These goals act as guiding lights, directing educators, specialists, and students toward the destination of proficient and effective communication. Crafting Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) SLP IEP goals is a transformative step, promoting personalized growth.

Effective communication profoundly influences students' academic and social success. As advocates for students' speech and language needs, we encourage you to champion well-crafted IEP goals. By doing so, we empower students to navigate their educational journey confidently, armed with the indispensable ability to communicate effectively. Together, let's ensure every student's voice is not only heard but celebrated in their journey of growth and achievement.

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Home » SEL Implementation » Understanding IEP Goals in Speech Therapy: A Comprehensive Guide

Understanding IEP Goals in Speech Therapy: A Comprehensive Guide

Key takeaways.

IEP goals are essential for guiding speech therapy, ensuring it addresses the specific needs and abilities of students with communication disorders.
Effective IEP goals in speech therapy are specific, measurable, relevant, achievable, and time-bound.
IEP goals can focus on various areas of communication, including expressive and receptive language, pragmatics, articulation, fluency, and voice.
Writing effective IEP goals involves collaboration between the SLP, educators, and parents, and should utilize the SMART framework.
Monitoring progress towards IEP goals is crucial for evaluating the effectiveness of speech therapy interventions and making necessary adjustments.
Parents and caregivers play a significant role in supporting their child’s speech therapy journey through understanding the IEP process, advocating for meaningful goals, and reinforcing therapy strategies at home.

Introduction: Understanding IEP Goals in Speech Therapy: A Comprehensive Guide

Individualized Education Program (IEP) goals play a crucial role in the success of speech therapy for students with communication disorders. These goals provide a roadmap for therapy sessions, ensuring that the student’s specific needs and abilities are addressed effectively. In this comprehensive guide, we will explore the importance of IEP goals in speech therapy, the components of effective goals, different types of goals, strategies for writing goals, monitoring progress, and tips for parents and caregivers.

What are IEP goals?

IEP goals are individualized objectives that are developed as part of the special education process. They are designed to address the unique needs of students with communication disorders and guide their progress in speech therapy. These goals serve as a framework for therapy sessions and help track the student’s development over time.

IEP goals in speech therapy are essential for several reasons. Firstly, they provide a clear direction for therapy sessions, ensuring that the speech-language pathologist (SLP) focuses on specific areas of improvement. Secondly, they help measure the student’s progress and determine the effectiveness of the therapy interventions. Lastly, they serve as a communication tool between the SLP, educators, and parents, ensuring everyone is on the same page regarding the student’s goals and progress.

Components of effective IEP goals in speech therapy

Effective IEP goals in speech therapy share several key components that contribute to their success:

1. Specificity and clarity

IEP goals should be specific and clearly define the desired outcome. Vague or ambiguous goals can lead to confusion and hinder progress. For example, instead of setting a goal to “improve expressive language,” a more specific goal could be “increase the use of descriptive vocabulary in oral communication by using at least three adjectives in a sentence.”

2. Measurability and observable criteria

Measurable goals allow for objective evaluation of progress. They should include observable criteria that can be quantified or observed. For instance, a goal to “improve articulation” can be made measurable by specifying the percentage of correct productions during speech tasks.

3. Relevance and functional applicability

IEP goals should be relevant to the student’s needs and have practical applications in their daily life. Goals that target skills necessary for effective communication in various settings are more likely to be meaningful and impactful.

4. Realistic and achievable expectations

Goals should be realistic and attainable within a reasonable timeframe. Setting overly ambitious goals can lead to frustration and demotivation. It is important to consider the student’s current abilities and progress incrementally towards more challenging targets.

5. Timeframe and progress monitoring

Goals should have a specific timeframe for completion and include provisions for progress monitoring. Regular assessment and data collection help track the student’s development, identify areas of improvement, and make necessary adjustments to the therapy plan.

Types of IEP goals in speech therapy

IEP goals in speech therapy can encompass various areas of communication. Here are some common types of goals:

A. Language goals

Language goals focus on improving the student’s overall language skills. They can be further categorized into:

Expressive language goals: These goals target the student’s ability to express themselves verbally or in writing. They may include increasing vocabulary, using grammatically correct sentences, or organizing thoughts coherently.
Receptive language goals: These goals aim to enhance the student’s understanding of spoken or written language. They may involve improving comprehension, following directions, or identifying main ideas in a text.
Pragmatic language goals: Pragmatic language refers to the social aspects of communication, such as turn-taking, maintaining eye contact, and understanding nonverbal cues. Pragmatic language goals focus on improving the student’s social communication skills.

B. Articulation and phonology goals

Articulation and phonology goals target the student’s ability to produce speech sounds correctly. These goals may involve improving sound production, increasing speech intelligibility, or reducing phonological processes (e.g., substituting one sound for another).

C. Fluency goals

Fluency goals address the student’s ability to speak smoothly and without interruptions. They may include strategies to reduce stuttering, improve speech rate, or enhance overall fluency.

D. Voice goals

Voice goals focus on improving the quality and control of the student’s voice. They may involve techniques to reduce vocal strain, increase vocal volume, or improve vocal resonance.

Writing IEP goals in speech therapy

Writing effective IEP goals requires collaboration between the SLP, educators, and parents. Here are some strategies to consider:

A. Collaborating with the speech-language pathologist (SLP)

Work closely with the SLP to understand the student’s strengths, weaknesses, and areas of improvement. The SLP can provide valuable insights and guidance in developing appropriate goals.

B. Considering the student’s strengths and weaknesses

Take into account the student’s individual abilities and challenges when setting goals. Building on their strengths can enhance motivation and engagement, while addressing weaknesses can lead to significant progress.

C. Using the SMART framework for goal writing

The SMART framework is a useful tool for writing effective goals:

Specific: Clearly define the desired outcome and focus on a specific area of improvement.
Measurable: Include observable criteria that can be quantified or observed to assess progress.
Achievable: Set goals that are realistic and attainable within the student’s abilities.
Relevant: Ensure that the goals are relevant to the student’s needs and have practical applications.
Time-bound: Set a specific timeframe for completion and establish provisions for progress monitoring.

Monitoring and evaluating progress towards IEP goals

Monitoring progress is essential to ensure that the student is making meaningful strides towards their goals. Here are some strategies for effective progress monitoring:

A. Collecting data and tracking progress

Regularly collect data during therapy sessions to track the student’s progress. This data can include accuracy rates, frequency of correct responses, or other relevant measures. Analyzing the data helps identify areas of improvement and make informed decisions about modifying goals or interventions.

B. Regular communication and collaboration with the SLP

Maintain open lines of communication with the SLP to discuss progress, address concerns, and make necessary adjustments to the therapy plan. Regular meetings or progress reports can facilitate this collaboration.

C. Modifying goals as needed

Goals should be flexible and subject to modification based on the student’s progress. If a goal is too challenging or not yielding the desired outcomes, it may need to be adjusted to better suit the student’s needs.

Tips for parents and caregivers

Parents and caregivers play a vital role in supporting their child’s speech therapy journey. Here are some tips to help you navigate the IEP process and support your child:

A. Understanding the IEP process

Educate yourself about the IEP process, including your rights, the evaluation process, and the development of goals. This knowledge will empower you to advocate for your child effectively.

B. Advocating for appropriate and meaningful goals

Participate actively in IEP meetings and collaborate with the educational team to ensure that the goals set for your child are appropriate, meaningful, and aligned with their individual needs.

C. Supporting speech therapy at home

Work closely with the SLP to understand the therapy strategies and techniques being used. Implement these strategies at home to reinforce learning and provide additional practice opportunities for your child.

IEP goals are a critical component of speech therapy for students with communication disorders. They provide a roadmap for therapy sessions, ensure individualized attention, and track progress over time. By understanding the components of effective goals, collaborating with the SLP, and actively participating in the IEP process, parents and caregivers can support their child’s speech therapy journey effectively. Remember, seeking professional guidance is essential in developing appropriate and meaningful IEP goals in speech therapy.

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IMAGES

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COMMENTS

How to Write Expressive Language Goals [with goal bank]
Writing Expressive Language Goals. Below you will find our Communication Community Goal Writing Formula that we use for writing all communication goals (e.g., receptive, expressive, pragmatic, etc.). As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement.
432+ Free Measurable IEP Goals and Objectives Bank
Speech Therapy Goals Written Language. Given a writing task, STUDENT will produce grammatically correct sentences with 80% accuracy in 4 out of 5 opportunities. Given a writing task, STUDENT will vary HIS/HER use of sentence starters to enhance HIS/HER writing with 80% accuracy in 4 out of 5 opportunities.
How to Write Brilliant Speech Therapy Language Goals with Ease
How to Write Speech Therapy Language Goals. Goals should be written to be specific, measurable, attainable, relevant and time-based. Let's break some of these down. Speech Therapy Goals for Expressive Language, Receptive Language, and Articulation. Specific - your IEP goals should be specific and define exactly what you were wanting to be ...
How To Write Excellent Speech Therapy Goals With Examples!
More Examples of Specific Skills. -"cup sips of thin liquids". -"writing at the sentence level". -"simple short term memory tasks". -"multisyllabic words containing /k/ final". 2. Include Accuracy level. Typically 80%-90% accuracy. There are differing opinions on how to measure goal accuracy.
Goal Bank
Receptive Language [Name] will use a listening comprehension strategy - i.e. visualization, paraphrasing, questioning, association, etc. - to accurately respond to 80% of WH questions about an auditory passage across three consecutive probing sessions.. Given instructions to a classroom task or assignment, [name] will accurately sequence three-step directions containing temporal terms (i.e ...
5 Tips to Write Speech Therapy Goals for IEPs
Getting Started with Speech Therapy Goals. Let's start at the beginning with a little review of what can prepare you for writing really solid speech therapy goals. 1. A complete assessment that included formal and informal testing. 2. Input from the student, teachers, staff members, and family members. 3. Data from your sessions (if ...
How to Write Measurable and Innovative Speech Therapy Goals
Here are some of my example fluency goals: During structured therapy tasks, STUDENT will use fluency strategies (e.g., smooth speech, slow rate, full breath, etc.) and structured speaking tasks (e.g., answering questions, story retail, therapy games), with the use of visual cues and reminders, in four out of five opportunities.
How to Write the Perfect Speech Therapy Goals for Expressive Language
It is defined as the comprehension and/or use of a spoken (i.e., listening and speaking), written (i.e., reading and writing), and/or other communication symbol system (e.g., American Sign Language).". ( ASHA ). Language can be broken into 2 main areas, receptive and expressive. Receptive refers to listening and reading skills and expressive ...
Quick Tips for Writing Speech and Language IEP Goals
When writing speech therapy IEP goals, I don't think any SLP has ever said: • Writing goals is fun! • I love writing goals! • Writing goals is my favourite thing to do!If you haven't - you aren't alone. Writing IEP goals is one of the most daunting tasks of being an SLP. It can be time-consuming, overwhelming, and exhausting. I want to share five quick tips on how you can make IEP ...
Writing IEP Goals
Writing IEP Goals...The SMART Way! Writing IEP goals can be frustrating and intimidating...but it doesn't have to be! Imagine that you show up to an IEP (Individualized Education Plan) meeting, whether you are a parent or a professional, and you see a goal like this: "Bonnie will learn the letters of the alphabet." ...
IEP Goal Bank
Happy Goal Writing! PRESCHOOL SLP GOAL BANK. Phono. By the end of the IEP, given a verbal or visual prompt X will produce targeted speech sounds without process errors in 3-4 word sentences with 80% accuracy measured through observation in 3/4 data collection opportunities per grading term. By the end of the IEP, given a verbal or visual prompt ...
About My Speech Therapy Goals
Here's a few other thoughts of mine related to goal writing… ⬇️. Goals, goals, goals! There's a lot to think about when it comes to writing speech and language therapy goals. I share examples of different goals in the goal bank and skill sections throughout my website. The general structure I follow for writing goals is:
What to Write Expressive Language Goals [with goal bank]
Step for writing goals for speech and language knowledge (left); Communication Community goal writing formula (right) As seen above, speech goals should be written with 3* constituents on human: the DO statement, the EXISTING statement, and the CRITERION instruction. *Also commonly integrated is consistency (we incorporate this!).
100+ Expressive Language Goals Speech Therapy with Free Goal Bank
Expressive language is the ability to communicate thoughts, feelings, and ideas through speech, writing, or other forms of output. It's a crucial component of day-to-day interactions and a foundational skill for academic success and social integration. Speech therapy goals aimed at expressive language focus on enhancing the individual's ...
Write Targeted Treatment Goals
Speech and language development or recovery, however, is not linear or even, in many instances, hierarchical. It is so much more—but that is for another article. ... When writing goals, keep in mind that goals are supposed to be SMART: specific, measureable, attainable, relevant and timely. One of my pet peeves is goals like this one: "The ...
Speech Therapy Goals: A Step By Step Guide
What Are The Different Types Of Speech Therapy Goals. Speech therapy goals tend to fall into any one of the following categories: Expressive Language. Receptive Language. Articulation. Fluency. Social Pragmatic. Voice. You'll find examples of successful goals in each category below.
Speech Therapy Goals
IEP Goal Writing for Speech Language Pathologists. Writing speech goals doesn't have to be complex, and speech goals do not have to be long, but they do have to be accurate in four specific ways. Appropriate: Speech therapy goals need to take into consideration the student's age and any second language influence.
Speech-Language Pathology IEP Goals: A Complete Guide and Goal Bank
Introduction ‍ Effective communication is the cornerstone of a student's education and overall development. For some students facing unique communication challenges, Speech-Language Pathologists (SLPs) play a crucial role in paving the way toward proficient communication. Individualized Education Program (IEP) goals in Speech-Language Pathology serve as powerful tools, uniquely tailored to ...
A Speech-Language Pathologist's Guide to Writing Articulation Goals
5 Factors to Consider When Writing Articulation Goals. 1. Complete a comprehensive formal and informal articulation evaluation. (Be sure to target any other areas of concern.) 2. Consider the impact the student's speech articulation has on the student. Be sure to get feedback from the students, teachers, and parents.
Understanding IEP Goals in Speech Therapy: A Comprehensive Guide
Writing IEP goals in speech therapy. Writing effective IEP goals requires collaboration between the SLP, educators, and parents. Here are some strategies to consider: A. Collaborating with the speech-language pathologist (SLP) Work closely with the SLP to understand the student's strengths, weaknesses, and areas of improvement.

How to Write Expressive Language Goals [with goal bank]

What is expressive language?

What if someone uses sign language or an AAC system?

Writing Expressive Language Goals

DO statement

CONDITION statement

CRITERION statement

DO + CONDITION + CRITERION

Expressive Language Goal Bank

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Semantics (vocabulary)

Combination

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100+ Expressive Language Goals Speech Therapy with Free Goal Bank

Key Takeaways

Understanding Expressive Language Goals

Role of Speech-Language Pathologists in Setting Goals

Components of Effective Goal Setting

SMART Goals Framework

Identifying Specific Areas of Need

Creating Measurable and Functional Speech Goals

Sample Goals for Various Language Levels

Adapting Goals to the School Setting

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