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SLP IEP Goal Bank: 80 Customizable IEP Goals for Speech-Language Pathologists
Articulation Disorder Goals:
1. By [date], [student] will accurately produce the /k/ sound in all word positions (initial, medial, final) at the word level with 80% accuracy in 3 out of 4 trials.
2. By [date], [student] will correctly produce target consonant clusters (e.g., /bl/, /pr/, /fl/) in single words with 90% accuracy in structured tasks.
3. By [date], [student] will demonstrate improved tongue placement for the production of voiced and voiceless stops (/p/, /b/, /t/, /d/, /k/, /g/) in conversation with 80% accuracy.
4. By [date], [student] will accurately produce the /θ/ and /ð/ sounds in structured sentences with 80% accuracy.
5. By [date], [student] will increase speech clarity by reducing instances of weak syllable deletion in multisyllabic words to less than 20% in conversational speech.
6. By [date], [student] will improve lateralization of /s/ and /z/ sounds by reducing instances of lateral airflow in speech production to less than 10%.
7. By [date], [student] will correctly produce target voiced and voiceless affricates (/ʧ/, /ʤ/) in single words with 90% accuracy in structured tasks.
8. By [date], [student] will accurately produce target sounds with appropriate voicing (e.g., /t/ vs. /d/, /s/ vs. /z/) in single words with 80% accuracy.
9. By [date], [student] will demonstrate carryover of correct production of target sounds in connected speech (phrases, sentences) with 90% accuracy.
10. By [date], [student] will generalize correct articulation skills across settings by accurately producing target sounds in structured activities outside of therapy sessions with 80% accuracy.
11. By [date], [student] will accurately produce target sounds in conversational speech with peers during unstructured activities with 80% accuracy.
12. By [date], [student] will increase awareness of correct tongue placement for target sounds by using mirrors and visual feedback during speech therapy sessions.
13. By [date], [student] will generalize correct articulation skills to unfamiliar words and phrases with similar sound patterns with 80% accuracy.
14. By [date], [student] will improve speech clarity in connected speech by reducing instances of assimilation and coalescence of sounds.
15. By [date], [student] will demonstrate improved speech rate by using pacing boards or metronome cues to regulate speech rhythm during speaking tasks.
16. By [date], [student] will participate in structured activities to strengthen oral motor muscles and improve coordination for speech production.
17. By [date], [student] will develop self-monitoring skills to recognize and correct errors in speech production independently.
18. By [date], [student] will increase independence in practicing speech sounds using technology-based tools and applications for home practice.
19. By [date], [student] will maintain progress in articulation skills by participating in periodic progress monitoring and adjustments to intervention as needed.
20. By [date], [student] will demonstrate improved confidence in speaking situations by volunteering to share ideas and opinions in classroom discussions.
Fluency Disorder Goals (Stuttering):
1.By [date], [student] will reduce the frequency of secondary behaviors (eye blinking, facial tension) during stuttering moments to fewer than two occurrences per minute in conversation.
2. By [date], [student] will increase use of voluntary stuttering as a fluency-enhancing technique by incorporating it into at least two speaking situations per day.
3. By [date], [student] will demonstrate improved speech fluency by reducing the duration of stuttering moments to less than two seconds in conversation.
4. By [date], [student] will utilize self-monitoring strategies to identify and analyze patterns of stuttering behaviors in speaking situations.
5. By [date], [student] will improve communication attitudes and beliefs related to stuttering by participating in counseling sessions focused on self-acceptance and self-advocacy.
6. By [date], [student] will increase awareness of situational factors affecting fluency (e.g., speaking rate, complexity of language) and implement strategies to manage them effectively.
7.By [date], [student] will develop assertiveness skills to communicate stuttering modifications (e.g., easy onset, voluntary pauses) to listeners in speaking situations.
8. By [date], [student] will actively engage in desensitization exercises to reduce fear and anxiety associated with stuttering moments in speaking situations.
9. By [date], [student] will utilize electronic devices or apps to monitor speech fluency and track progress over time.
10. By [date], [student] will actively participate in support groups or online forums for individuals who stutter to share experiences and strategies for managing stuttering effectively.
11. By [date], [student] will generalize fluency strategies learned in therapy sessions to naturalistic speaking situations with 80% accuracy.
12. By [date], [student] will increase awareness of speech patterns and fluency strategies through self-reflection and journaling activities.
13. By [date], [student] will demonstrate improved self-advocacy skills by educating peers and teachers about stuttering and effective communication strategies.
14. By [date], [student] will reduce avoidance behaviors associated with stuttering by actively participating in speaking situations that challenge fluency.
15. By [date], [student] will develop coping strategies for managing negative emotions related to stuttering, such as frustration and embarrassment.
16. By [date], [student] will increase participation in extracurricular activities and social events to broaden opportunities for communicative experiences.
17. By [date], [student] will utilize technology-based tools (e.g., speech-to-text apps) to facilitate communication and reduce stress in speaking situations.
18. By [date], [student] will engage in role-playing exercises to practice assertive communication skills and assertive responses to listener reactions.
19. By [date], [student] will actively seek out and participate in public speaking opportunities to desensitize to speaking in front of larger audiences.
20. By [date], [student] will demonstrate improved overall quality of life and satisfaction with communication abilities through self-report measures and feedback from caregivers and teachers.
Voice Disorder Goals:
1.By [date], [student] will demonstrate improved vocal endurance by sustaining phonation for increasing durations of time during structured tasks.
2. By [date], [student] will develop strategies for vocal rest and relaxation to prevent vocal fatigue during prolonged speaking situations.
3. By [date], [student] will increase awareness of vocal abuse behaviors (screaming, excessive talking) and implement strategies to minimize their occurrence.
4. By [date], [student] will utilize vocal exercises to improve resonance and projection of voice in speaking situations.
5. By [date], [student] will demonstrate improved breath support by using diaphragmatic breathing techniques during speaking tasks.
6. By [date], [student] will reduce instances of vocal strain by practicing exercises to minimize tension in the neck and throat muscles.
7. By [date], [student] will demonstrate improved pitch range by producing vowels and consonants within a wider pitch range during vocal exercises.
8. By [date], [student] will increase vocal flexibility by practicing pitch glides and intonation patterns in structured tasks.
9. By [date], [student] will improve vocal stability by maintaining a consistent pitch and loudness level during sustained phonation tasks.
10. By [date], [student] will develop strategies for maintaining vocal health, including hydration, proper diet, and avoiding irritants such as caffeine and tobacco.
11. By [date], [student] will improve vocal resonance by practicing resonance exercises targeting nasal, oral, and pharyngeal resonance balance during structured tasks.
12. By [date], [student] will develop strategies for vocal projection by using resonant voice techniques to increase vocal intensity without strain.
13. By [date], [student] will demonstrate improved pitch variability by practicing pitch glides and pitch inflection exercises in conversational speech.
14. By [date], [student] will reduce instances of vocal fry by incorporating vocal exercises targeting increased vocal fold closure and tension.
15. By [date], [student] will increase awareness of vocal pitch through auditory feedback training using pitch visualization tools and apps.
16. By [date], [student] will improve vocal fold adduction by practicing phonation exercises with emphasis on balanced closure and clear phonation.
17. By [date], [student] will develop strategies for vocal warm-up and cooldown routines to optimize vocal performance and prevent vocal strain.
18. By [date], [student] will demonstrate improved dynamic range by practicing vocal exercises targeting transitions between soft and loud phonation.
19. By [date], [student] will utilize visualization techniques to imagine optimal vocal production and facilitate motor learning of desired vocal behaviors.
20. By [date], [student] will engage in vocal mindfulness practices to promote relaxation, awareness, and acceptance of vocal characteristics and behaviors.
Language Disorder Goals:
1. By [date], [student] will increase receptive language skills by accurately identifying main ideas and supporting details in spoken passages with 80% accuracy.
2 .By [date], [student] will demonstrate improved auditory discrimination by distinguishing between similar-sounding words in spoken sentences with 90% accuracy.
3. By [date], [student] will expand expressive language skills by using descriptive language to create detailed narratives with appropriate sequencing and cohesion.
4. By [date], [student] will improve word-finding abilities by using semantic strategies (word associations, categorization) to retrieve target vocabulary in structured tasks.
5. By [date], [student] will enhance pragmatic language skills by initiating and maintaining topic-relevant conversations with peers during structured group activities.
6. By [date], [student] will demonstrate improved understanding of figurative language (similes, metaphors) by explaining their meanings in context.
7. By [date], [student] will increase vocabulary knowledge by learning and using a minimum of 10 new words per week in written and spoken language.
8. By [date], [student] will expand syntactic skills by using complex sentence structures (e.g., subordinate clauses, relative clauses) in spoken and written language.
9. By [date], [student] will improve conversational turn-taking skills by responding appropriately to questions and comments from peers and adults.
10. By [date], [student] will develop strategies for resolving communication breakdowns (repetition, rephrasing) in conversational exchanges.
11. By [date], [student] will improve narrative cohesion by organizing story elements (characters, setting, plot) into clear and logically structured sequences.
12. By [date], [student] will enhance conversational repair strategies by requesting clarification or repetition when misunderstanding occurs during social interactions.
13. By [date], [student] will increase inferencing skills by making logical predictions and drawing conclusions based on implicit information in written and spoken texts.
14. By [date], [student] will demonstrate improved discourse coherence by using cohesive devices (pronouns, conjunctions) to connect ideas within and across sentences.
15. By [date], [student] will expand world knowledge and vocabulary by engaging in experiential learning activities (field trips, hands-on projects) across various domains.
16. By [date], [student] will develop executive function skills by planning and organizing ideas before initiating written compositions and oral presentations.
17. By [date], [student] will increase flexibility in language use by adapting communication style and register appropriately to different social contexts and audiences.
18. By [date], [student] will enhance syntactic complexity by incorporating subordinate clauses and complex sentence structures into oral and written narratives.
19. By [date], [student] will improve metacognitive skills by monitoring comprehension and adjusting reading strategies when encountering challenging texts.
20. By [date], [student] will develop self-advocacy skills by articulating individual learning needs and preferences to educators and support personnel.
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IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards
Second Edition
Lydia Kopel, Elissa Kilduff
Details: 243 pages, B&W, Softcover with layflat binding, 8.5" x 11"
ISBN13: 978-1-63550-202-2
© 2021 | Available
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IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards, Second Edition familiarizes the speech-language pathologist (SLP) with specific Early Learning Standards (ELS) and Common Core State Standards (CCSS) as well as the speech-language skills necessary for students to be successful with the school curriculum. It also describes how to write defensible Individualized Education Plan (IEP) goals that are related to the ELS and CCSS.
SLPs work through a set of steps to determine a student's speech-language needs. First, an SLP needs to determine what speech-language skills are necessary for mastery of specific standards. Then, the SLP determines what prerequisite skills are involved for each targeted speech-language skill. Finally, there is a determination of which Steps to Mastery need to be followed. It is through this process that an SLP and team of professionals can appropriately develop interventions and an effective IEP.
The text takes an in-depth look at the following speech-language areas: vocabulary, questions, narrative skills/summarize, compare and contrast, main idea and details, critical thinking, pragmatics, syntax and morphology, and articulation and phonological processes. These areas were selected because they are the most commonly addressed skills of intervention for students aged 3 to 21 with all levels of functioning. For each listed area, the text analyzes the prerequisite skills and the corresponding Steps to Mastery. It provides a unique, step-by-step process for transforming the Steps to Mastery into defensible IEP goals.
The key is to remember that the goal must be understandable, doable, measurable, and achievable. This text provides clear guidelines of quantifiable building blocks to achieve specific goals defined by the student's IEP. School-based SLPs are instrumental in helping students develop speech and language skills essential for mastery of the curriculum and standards. All SLPs working with school-aged children in public schools, private practice, or outpatient clinics will benefit from the information in this text.
New to the Second Edition
- Ten Speech and Language Checklists for determining speech and language needs of an individual, 3–21 years of age, as well as measuring progress.
- Material on measuring progress including five performance updates.
- Goal writing case studies for four students of different ages and skill levels.
- A thoroughly updated chapter on writing goals with up-to-date examples.
- Revised Prerequisite Skills and Steps to Mastery to reflect the current state of research.
- Expanded focus on evidence-based practice.
- A PluralPlus companion website containing printable forms and an explanatory video.
Preview the strategies and steps the book employs to set you up for success:
"The book is intended for Speech-Language Pathologists. It meets the needs of beginning clinicians or those completing school-based practicums, but also could be an excellent reference for individuals who are more experienced and work with a pediatric population. The authors have a wealth of experience as school-based SLPs. The book includes four chapters and two appendixes. The first two chapters focus on listing Early Learning and Common Core Standards by age/grade level and identify what speech and language skills are embedded within those standards. The third chapter provides charts of prerequisite skills to meet specific linguistic standards. The focus is on providing students with steps to mastery of the standards with numerous examples and task analyses given. The final chapter on writing IEP goals provides a template for goal writing and case study examples. Speech and language checklists are provided as an appendix for individuals ages 3 through high school. The checklists evaluate key linguistic skills as compared to same-age peers. This book is a helpful resource for beginning pediatric SLPs or those new to standards in providing task analyses and descriptions of the linguistic underpinnings of the Early Learning and Common Core Standards." —Suzanne M Welty, MA, EdD-CCC , Biola University, in Doody's Reviews (October 2020)
Chapter 1. Early Learning Standards
3-Year-Olds
4-Year-Olds
Chapter 2. Common Core State Standards (CCSS)
Kindergarten
9th–10th Grade
11th–12th Grade
Chapter 3. Prerequisite Skills and Steps to Mastery
Narrative Tasks/Summarize
Main Idea and Details
Critical Thinking
Syntax and Morphology
Articulation and Phonological Processes
Chapter 4. Writing IEP Goals
What to Include in a Goal
Criteria for Mastery
Measuring Progress
Goal Examples
Case Studies
Appendix 4–1. Goal Writing Worksheet
Appendix 4–2. Speech and Language Checklists
Appendix 4–3. Performance Update Template
Lydia Kopel
Lydia Kopel, EdS, CCC-SLP, currently works for a contract company supervising clinical fellows and does training and consulting all over the United States. Ms. Kopel has over 40 years of experience which includes working as a Special Education Coordinator, a Lead Speech-Language Pathologist, and as a SLP in large metro school systems. During that time she developed several resource manuals for SLPs and teachers of the hearing impaired and visually impaired. She has worked with children ages 3 to 21 years of age and with all areas of exceptionality. She has a great interest in language-based learning disabilities and integrating the curriculum with speech therapy.
Ms. Kopel was a member of the Georgia School-Based Speech-Language Pathologist Leadership Team, established through the Georgia Department of Education (GADOE). While on this team, she co-developed the Georgia State project SLPs Collaborating in General Education Classrooms: Practicing Seamless Education. She is also one of the founders and continues to be a member of the Georgia Organization for School-Based Speech-Language Pathologists. Ms. Kopel is a member of ASHA and has her Georgia State License.
Elissa Kilduff
Elissa Kilduff, MA, CCC-SLP, currently works as a speech-language pathologist in a suburban school district. As one of five SLPs in an elementary school, she primarily serves PreK-2 nd graders with a variety of disabilities and special needs. She collaborates extensively with administration, special educators, and general educators in the school regarding prior interventions, carryover into classrooms, in-class lessons, and communication-based behavior concerns. Prior to her current role, Ms. Kilduff served as the lead SLP in a large school system where she supervised and trained the county’s 150+ SLPs. Her interests include language-based learning disabilities, collaboration with teachers, and curriculum-based interventions.
Ms. Kilduff was a member of the Georgia School-Based Speech-Language Pathologist Leadership Team, established through the Georgia Department of Education (GaDOE). This team developed a state-wide training for SLPs and General Education Teachers on collaboration. She has designed resources including progress monitoring rubrics for Response to Intervention (RTI); language checklists aligned to grade-level standards; and educational impact of common standardized language assessments. Ms. Kilduff is a member of ASHA and holds a Georgia state license and certification from the Professional Standards Commission.
Purchase of IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards, Second Edition comes with access to supplementary materials on a PluralPlus companion website. To access the materials, you must register on the companion website and log in using the access code printed on the inside cover of your book.
* Note : If you have purchased this book used or have rented it, your access code will not work if it was already redeemed by the original buyer of the book. Plural Publishing does not offer replacement access codes for used or rented textbooks.
The Role of the Speech-Language Pathologist in RtI: Implementing Multiple Tiers of Student Support
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IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards 1st Edition
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- ISBN-10 1597569410
- ISBN-13 978-1597569415
- Edition 1st
- Publisher Plural Publishing Inc.
- Publication date April 18, 2016
- Language English
- Dimensions 8.25 x 0.5 x 10.5 inches
- Print length 150 pages
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- Publisher : Plural Publishing Inc.; 1st edition (April 18, 2016)
- Language : English
- Paperback : 150 pages
- ISBN-10 : 1597569410
- ISBN-13 : 978-1597569415
- Item Weight : 1.1 pounds
- Dimensions : 8.25 x 0.5 x 10.5 inches
- #413 in Occupational Therapy (Books)
- #954 in Audiology & Speech Pathology (Books)
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- Writing and Refining Speech-Language IEP Goals
Meredith Poore Harold, PhD, CCC-SLP
- Hearing and Hearing Loss
- Early Intervention
- Language Disorder(s)
- Literacy and Phonological Awareness
- School Intervention and Collaboration in Schools
>> Dr. Meredith Poore Harold: I am involved in a lot of different activities, but one of the things I do is teach for a local school district. Today's lecture is going to focus on teaching SLPs the basics of speech-language goal writing for school individualized education plans, or IEPs, and the content of the lecture is primarily accessible to those new to speech language pathology or new to the school setting. However, experienced school-based SLPs or SLPs in other settings should also get some good tips from this lecture. Wherever you find yourself in your career, hopefully this will be helpful for you.
Learning Objectives
The learning objectives are that after this course participants will be able to list the required components of speech language IEP goals. They will be able to describe the primary factors behind choosing which speech-language skills to target, and they will be able to identify common missteps when writing speech-language IEP goals.
Components of the IEP
There are many components of an IEP, but in today's lecture, we are only going to discuss those that are most directly related to the goal itself. We are going to assume that you are either in the process of evaluating the child or the evaluation has already been done and passed on to you, or this is a child that you are writing some goals for who is continuing on. We will not go over work processes of an evaluation today. I will say though that whenever I am evaluating a child and intend to write an IEP soon after, I always write my goals and do my evaluation at the same time. I find that it is helpful in making sure that I have the baseline data needed in order to write good goals for the student.
Figure 1 shows a chart with the goal in black in the middle. Underneath the goal, you have objectives. These can also be called benchmarks or progress monitors, and depending on what school district you work in, these might be defined differently. Technically, objectives are small steps toward the goal or small parts of the goal. You have to be able to do this step first and then the student has to be able to do this step and then they are able to complete their goal. These are objectives toward the goal.
Benchmarks and progress monitors, which will sometimes take the place of the objectives, are actually supposed to be measurement points at regular time intervals, like every school quarter. You may see goals that are written as, “In the first nine instructional weeks, the student will do this. After 18 instructional weeks, the student will do that.” I think the most common thing that I have seen, at least in the states surrounding mine, are for them all to be combined into one thing and for the objectives/benchmarks/progress monitors to all be considered the same thing, and basically have time intervals and objectives within them. Be aware of those differences and adhere to whatever the standard is for your own district.
Meredith Poore Harold, PhD , CCC-SLP
Meredith Poore Harold, PhD, CCC-SLP is a Speech–Language Pathologist with an academic research background. She currently works for a large Kansas City school district and owns her own private practice. She also teaches at Rockhurst University, Nova Southeastern University, and provides local and international lectures on communication disorders and treatment.
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Home » Blog » General » The Importance of Accurate IEP Goal Writing: A Speech Language Pathologist’s Perspective
The Importance of Accurate IEP Goal Writing: A Speech Language Pathologist’s Perspective
Are you wondering who writes IEP goals? As a Speech Language Pathologist (SLP), I am here to shed light on the significance of accurate IEP goal writing and the role that SLPs play in this process. In this blog post, we will explore the importance of accurate IEP goal writing, common challenges faced, strategies for writing accurate goals, and the impact it has on student success.
I. Introduction
Before we dive into the importance of accurate IEP goal writing, let’s briefly understand what an IEP is. An Individualized Education Program (IEP) is a legal document that outlines the specific educational goals and services for students with disabilities. It is developed collaboratively by a team of professionals, including parents, teachers, and related service providers.
Accurate IEP goal writing is crucial because it ensures that students receive individualized and appropriate goals that address their unique needs and abilities. As an SLP, I have witnessed firsthand the positive impact that accurate goal writing can have on a student’s communication and language development.
II. Understanding the role of a Speech Language Pathologist (SLP) in IEP goal writing
As an SLP, my role is to assess, diagnose, and treat individuals with communication and language disorders. In the context of IEP goal writing, SLPs bring their expertise in language and communication development to the table. We collaborate with other professionals in the IEP team, such as teachers, occupational therapists, and psychologists, to ensure comprehensive and holistic support for students.
III. The significance of accurate IEP goal writing
Accurate IEP goal writing serves as the foundation for effective communication and language skills development. It ensures that goals are tailored to the student’s specific needs and abilities, promoting individualized growth and progress. Additionally, accurate goals facilitate progress monitoring and data-driven decision making, allowing educators and parents to track a student’s progress and make informed adjustments to interventions and strategies.
IV. Common challenges in IEP goal writing
Despite the importance of accurate IEP goal writing, there are common challenges that professionals face in this process. One challenge is the lack of clarity and specificity in goals, which can make it difficult to measure progress and determine the effectiveness of interventions. Unrealistic or vague objectives can also hinder a student’s progress and lead to frustration. Misalignment between goals and a student’s needs and abilities can result in ineffective interventions and limited growth.
V. Strategies for writing accurate IEP goals
To overcome these challenges, it is essential to employ strategies that promote accurate IEP goal writing. First and foremost, conducting thorough assessments and evaluations is crucial to gather comprehensive information about a student’s strengths and areas of need. This information serves as the basis for setting appropriate and achievable goals.
Utilizing measurable and observable language in goal writing is another key strategy. Goals should be written in a way that allows for objective measurement and progress tracking. Incorporating student-centered and functional goals ensures that the objectives are relevant to the student’s everyday life and promote meaningful progress.
VI. Collaboration and communication in IEP goal writing
Accurate IEP goal writing is a collaborative effort that involves various stakeholders, including parents, caregivers, teachers, and related service providers. Involving parents and caregivers in the goal-writing process is crucial because they have valuable insights into a student’s strengths, interests, and challenges. Collaborating with teachers and related service providers ensures that goals are aligned with the student’s educational program and that interventions are coordinated and consistent.
Regular progress monitoring and goal adjustments are essential components of accurate IEP goal writing. Ongoing communication between all stakeholders allows for timely updates, adjustments, and modifications to goals and interventions. This ensures that the student’s goals remain relevant and effective throughout their educational journey.
VII. The impact of accurate IEP goal writing on student success
Accurate IEP goal writing has a profound impact on student success. By setting individualized and appropriate goals, students are provided with the necessary support to enhance their academic performance and participation. Improved communication and language skills also contribute to a student’s social-emotional development and self-confidence, enabling them to effectively navigate social interactions and build meaningful relationships.
Furthermore, accurate IEP goal writing facilitates smooth transitions and post-school outcomes. When goals are aligned with a student’s long-term aspirations and abilities, they are better prepared for life beyond the educational setting. Whether it be higher education, employment, or independent living, accurate goals set the foundation for a successful transition.
VIII. Conclusion
In conclusion, accurate IEP goal writing is of utmost importance in ensuring that students with disabilities receive individualized and appropriate goals that promote their communication and language development. As professionals involved in the IEP process, it is crucial that we prioritize goal accuracy and employ strategies that overcome common challenges. By doing so, we can make a significant impact on a student’s academic, social-emotional, and post-school success.
If you are involved in the IEP process and want to learn more about accurate IEP goal writing and other social-emotional learning strategies, I invite you to start your EverydaySpeech Free trial today. EverydaySpeech provides a wide range of resources and tools to support students’ social-emotional development and communication skills. Start your free trial here .
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432+ Free Measurable IEP Goals and Objectives Bank
If you want to save yourself time writing your IEP’s you’ve come to the right place. Here is a 432+ free IEP goal bank to make your life easier writing your speech therapy goals and to save you time.
IEP Goal Bank for Speech Therapy Goals
Articulation, functional life skills, expressive language, receptive language, auditory discrimination, phonological awareness, social skills/pragmatics.
- Augmentative Alternative Communication (AAC)
Figurative Language
Written language, intelligibility, speech therapy goals for articulation.
Given 20 sounds and a verbal prompt or model , STUDENT will articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities.
Given 20 sounds, STUDENT will independently articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities.
Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities.
Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities.
Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities.
Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities.
Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities.
Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities.
Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities.
Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will independently articulate the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will independently retell the story by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will independently answer WH questions by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will independently articulate the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will self-monitor articulation of the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities.
Given a classroom discourse, STUDENT will generalize articulation of the sound(s) of / / in all positions of words at the conversational level outside of the therapy setting with 80% accuracy in 4 out of 5 opportunities.
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Speech therapy goals for phonology.
- Substitution
- Assimilation
- Syllable Structure
-Substitution
Given a picture or object to describe, STUDENT will produce age-appropriate bilabial (i.e., /p, b, m/) and alveolar sounds (i.e., /t, d, n) in words to reduce the process of backing at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce velar sounds (i.e., /k, g/) in words to reduce the process of fronting at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce age-appropriate consonants /r, l/ instead of /w, j/ in words to reduce the process of gliding (i.e., “wabbit” for “rabbit”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce stop sounds (i.e., /t, p/) in words to reduce the process of stopping at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce the sounds /l, er/ in words to reduce the process of vowelization at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in words to reduce the process of affrication (i.e., using /ch or j/ for non-affricate “ jime ” for “dime”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce the sounds /ch, j/ in words to reduce the process of deaffrication (i.e., replacing /ch or j/ for fricative or stop “ships” for “chips”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce the alveolar sounds in words (t, d, n) to reduce the process of alveolarization (i.e., using alveolar for non-alveolar “tan” for “pan”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce the palatal sounds in words (sh, zh) to reduce the process of depalatalization (i.e., using non-palatal for palatal “fit” for “fish”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce the labial sounds in words (p, b) to reduce the process of labialization (i.e., using labial for non-labial “pie” for “tie”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
-Assimilation
Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of labial assimilation (i.e., using labial /p, b, m,w/ for non-labial “ peb ” for “pen”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of velar assimilation (i.e., using velar /k, g, ng/ for non-velar “kug” for “cup”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of nasal assimilation (i.e., using nasal /m, n, ng/ for non-nasal “mom” for “mop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of alveolar assimilation (i.e., using alveolar /t, d, n, l, s, z/ for non-alveolar “tot” for “toss”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce the nasal sounds in words (m, n) to reduce the process of denasalization (i.e., using non-nasal for nasal “doze” for “nose”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce the final voiced consonants in words (b, d) to reduce the process of final consonant devoicing (i.e., using voiceless final consonant for voiced final consonant “pick” for “pig”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce the correct phoneme in words to reduce the process of coalescence (i.e., using two phonemes for one phoneme that has similar features “foon” for “spoon”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce all the phonemes in words to reduce the process of reduplication (i.e., when complete or incomplete syllable is repeated “baba” for “bottle”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
-Syllable Structure
Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of cluster reduction (i.e., “top” for “stop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the initial position of words to reduce initial consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the medial position of words to reduce medial consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the final position of words to reduce final consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce all syllables in two-syllable and 3-syllable words to reduce weak syllable deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT will produce only the phonemes in the word to reduce epenthesis (i.e., adding the “uh” sound between two consonants “bu- lue ” for “blue”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.
Speech Therapy Goals for Deaf / Hard of Hearing
Given a hearing amplification system, STUDENT will wear it consistently and transport the teacher unit to all classroom teachers with 80% accuracy in 4 out of 5 opportunities.
Given a hearing amplification system, STUDENT will recharge it daily at the end of the school day ready for the next school day with 80% accuracy in 4 out of 5 opportunities.
Given a hearing amplification system, STUDENT will advocate with Speech Therapist or classroom teacher if there are any problems with the hearing amplification system with 80% accuracy in 4 out of 5 opportunities.
Given hearing aids, STUDENT will clean and dry ear molds using the appropriate materials (i.e., soap, pipe cleaners, towels) once a week with 80% accuracy in 4 out of 5 opportunities.
Given hearing aids, STUDENT will detect a weak battery and change the battery as needed with 80% accuracy in 4 out of 5 opportunities.
Speech Therapy Goals for Stuttering
- Desensitization
- Stuttering Modifications Techniques
- Fluency Shaping Techniques
- Secondary Behaviors
-Desensitization
Given 15 sentences with “bumpy” or “smooth” speech, STUDENT will identify if the clinician’s speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities.
Given a 2 minute tape-recording of HIS/HER reading or conversational speech with “bumpy” or “smooth” speech, STUDENT will identify if HIS/HER speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities.
Given 15 sentences with fast or slow speech, STUDENT will identify if the clinician’s speech is fast or slow with 80% accuracy in 4 out of 5 opportunities.
Given a 2 minute tape-recording of HIS/HER reading or conversational speech with fast or slow speech, STUDENT will identify if HIS/HER speech is fast or slow with 80% accuracy in 4 out of 5 opportunities.
Given 15 sentences with random disfluencies, STUDENT will identify the disfluencies in the clinician’s speech with 80% accuracy in 4 out of 5 opportunities.
Given a 2 minute tape-recording of HIS/HER reading or conversational speech with random disfluencies, STUDENT will identify the disfluencies in HIS/HER speech with 80% accuracy in 4 out of 5 opportunities.
-Stuttering Modifications Techniques
Given knowledge, examples, and information about stuttering modification techniques (cancellation, pull-out, preparatory set), STUDENT will name and describe each stuttering modification technique with 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the cancellation method to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities.
Given 10 modeled sentences, STUDENT will use the cancellation method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities.
Given 20 sentences, STUDENT will use the cancellation method to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the cancellation method to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the cancellation method to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the pull-out method to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities.
Given 10 modeled sentences, STUDENT will use the pull-out method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities.
Given 20 sentences, STUDENT will use the pull-out method to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the pull-out method to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the pull-out method to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the preparatory set method to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities.
Given 10 modeled sentences, STUDENT will use the preparatory set method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities.
Given 20 sentences, STUDENT will use the preparatory set method to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the preparatory set method to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the preparatory set method to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities.
-Fluency Shaping Techniques
Given knowledge, examples, and information about fluency shaping techniques (easy onset, light articulatory contact, slow rate), STUDENT will name and describe each fluency shaping technique with 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the easy onset technique to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities.
Given 10 modeled sentences, STUDENT will use the easy onset technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities.
Given 20 sentences, STUDENT will use the easy onset technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the easy onset technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the easy onset technique to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the light articulatory contact technique to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities.
Given 10 modeled sentences, STUDENT will use the light articulatory contact technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities.
Given 20 sentences, STUDENT will use the light articulatory contact technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the light articulatory contact technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the light articulatory contact technique to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the slow rate technique to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities.
Given 10 modeled sentences, STUDENT will use the slow rate technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities.
Given 20 sentences, STUDENT will use the slow rate technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the slow rate technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the slow rate technique to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities.
-Secondary Behaviors
Given knowledge, examples, and video of oneself, STUDENT will identify and name each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities.
Given a structured activity, STUDENT will identify and reduce each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will identify and reduce each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities.
Speech Therapy Goals for Life Skills
- Conversation
- Social Skills
Given a functional symbol (cooking, community , safety, etc.), STUDENT will match identical symbols given a choice of 4 options wit 80% accuracy in 4 out of 5 opportunities.
Given a functional symbol (cooking, community , safety, etc.), STUDENT will match symbols to actual objects with 80% accuracy in 4 out of 5 opportunities.
Given a functional classroom symbol, STUDENT will demonstrate knowledge of the symbol by performing an action or going to the appropriate place when shown a symbo l with 80% accuracy in 4 out of 5 opportunities.
Given a simple verbal directive (sit, stand, give, go), STUDENT will demonstrate knowledge of verbal directive by performing the action with 80% accuracy in 4 out of 5 opportunities.
Given 10 pictures or objects for 2 different categories, STUDENT will identify the categories and categorize the picture or objects into 2 different categories with 80% accuracy in 4 out of 5 opportunities.
Given an event or object, STUDENT will describe the event or object using at least 3 descriptors with 80% accuracy in 4 out of 5 opportunities.
Given an event or story, STUDENT will retell the event or story using appropriate sequencing with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will independently express HIS/HER wants or needs , such as stop, help, want, need, thirsty, toilet, etc. using HIS/HER AAC device, a gesture, or a sign with 80% accuracy in 4 out of 5 opportunities.
Given a visual or social situation, STUDENT will label the other person’s feelings and/or emotions based on their facial expressions and body language with 80% accuracy in 4 out of 5 opportunities.
Given a yes/no question concerning social/community settings , STUDENT will correctly answer the yes/no question with 80% accuracy in 4 out of 5 opportunities.
Given two objects, STUDENT will identify the similarities and differences between the objects with 80% accuracy in 4 out of 5 opportunities.
Given a picture or a short story, STUDENT will explain the meaning of the figurative language and idioms with 80% accuracy in 4 out of 5 opportunities.
-Conversation
Given a new person entering or leaving a situation, STUDENT will independently volunteer social greetings and farewells , such as “hi” and “bye” with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with a familiar listener with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with an unfamiliar listener with 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will maintain appropriate eye contact when speaking to another person 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will use an appropriate volume based on the social situation they are in with 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will make a statement or ask a question to maintain the topic of conversation with 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will take turns speaking to provide a give and take conversation with 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will ask 1 or 2 follow-up questions to ensure the conversation is two-sided with 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of information during a conversational exchange with 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will use a statement to end the conversation appropriately with 80% accuracy in 4 out of 5 opportunities.
-Social Skills
Given a social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt with 80% accuracy in 4 out of 5 opportunities.
Given a classroom discourse or conversation, STUDENT will actively listen to the speaker by facing the speaker, keeping mouth and body still, nodding head to show listening, asking questions and/or making on-topic comments with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will solve a social problem by identifying the problem, developing possible solutions, and choosing the best solution with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will advocate for help by appropriately gaining the teacher’s attention, verbally asking for help, using clear and concise sentences with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will accurately identify another’s perspective with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will protest using appropriate language with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will express HIS/HER feeling , such as I am frustrated, sick, happy, etc. using appropriate language with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will identify expected vs. unexpected behaviors across multiple settings with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will produce HIS/HER own ideas ( not mimicking or copying others’ ideas ) when entering or joining a conversation with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will give and accept compliments appropriately with 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of verbal and nonverbal social cues (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) by adjusting HIS/HER behavior based on these social cues with 80% accuracy in 4 out of 5 opportunities.
Speech Therapy Goals for Expressive Language Delay
- Utterance Expansion
- Narrative Development
- Gestures/Signs
- Categorizations
- Similarities
- Differences
- Comparisons
- Multiple Meanings
- Grammar Structure
- Vocabulary Definitions
-Morphology
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.
-Utterance Expansion
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.
-Narrative Development
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.
-Gestures/Signs
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.
Given an object or picture, STUDENT will describe the object or picture by stating the function of the item with 80% accuracy in 4 out of 5 opportunities.
Given 10 words, STUDENT will describe the object or picture by stating the function of the word with 80% accuracy in 4 out of 5 opportunities.
-Categorizations
Given a category, STUDENT will name (3-5) items in that category (e.g., school items, home items, clothing, animals, colors, toys, etc.) with 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 items in a category (e.g., dog, cat, fish, etc.), STUDENT will identify the category (e.g., school items, home items, clothing, animals, colors, toys, etc.) and explain their relationships with 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 items, STUDENT will identify the item that does not belong in the group and explain why with 80% accuracy in 4 out of 5 opportunities.
Given a category, STUDENT will name (3-5) items in that category and (1) item that does not belong in that category with 80% accuracy in 4 out of 5 opportunities.
-Similarities
Given 3 to 5 pictures, STUDENT will select 2 similar pictures and explain the similarities with 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 words verbally, STUDENT will select 2 similar pictures and explain the similarities with 80% accuracy in 4 out of 5 opportunities.
-Differences
Given 3 to 5 pictures, STUDENT will select the different picture and explain the differences with 80% accuracy in 4 out of 5 opportunities.
Given a list of 3 to 5 words verbally, STUDENT will identify the different word and explain the differences with 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 words verbally, STUDENT will identify the different word and explain the differences with 80% accuracy in 4 out of 5 opportunities.
Given a word pair verbally, STUDENT will explain the primary difference between the two words with 80% accuracy in 4 out of 5 opportunities.
-Comparisons
Given two object pictures, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities.
Given two spoken words, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities.
Given two concepts (e.g. flying vs. driving), STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities.
-Multiple Meanings
Given 2 pictures that represent different meanings of the same word , STUDENT will provide a definition for each with 80% accuracy in 4 out of 5 opportunities.
Given 2 sentences that represent different meanings of the same word, STUDENT will provide a definition for each with 80% accuracy in 4 out of 5 opportunities.
Given a multiple meaning word , STUDENT will provide 2 or more definitions for the multiple meaning word with 80% accuracy in 4 out of 5 opportunities.
-Attributes
Given an object or picture, STUDENT will describe the object or picture by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture and asked a question, STUDENT will answer the question by identifying a minimum of (5) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.
Given 10 items presented verbally, STUDENT will describe the object or picture by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.
-Grammar Structure
Given an object, picture, or story, STUDENT will say a complete sentence using articles (i.e., “a”, “an”, “the”, and “some”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using demonstrative adjectives (i.e., “this”, “that”, “these”, and “those”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using plural nouns (i.e., s, es, and irregular plural forms) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using possessive nouns (i.e., “the girl’s book”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using subject pronouns (i.e., “I”, “he”, “she”, “you”, “we”, “they”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using object pronouns (i.e., “me”, “him”, “her”, “you”, “us”, “them”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using possessive pronouns (i.e., “my”, “mine”, “his”, “her/hers”, “you/yours”, “our/ours”, “their/theirs”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using reflexive pronouns (i.e., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using present progressive verb tense (i.e., “The girl is running”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using past progressive verb tense (i.e., “The girl was running”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using present tense “s” and “es” marker (i.e., “The girl runs”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using “has”/”have” (i.e., “The girl has a book”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using regular past tense (i.e., “The boy waited for the bus.”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense (i.e., “ran”, “drove”, “drank”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using conjunctions (i.e., “and”, “or”, “but”, “because”, “if”, “since”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using future tenses (i.e., “The boy will go to school”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using negative sentence structures (i.e., “will not/won’t”, “does not/doesn’t”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will ask yes/no questions (i.e., “Is the boy hurt?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will ask WH questions (i.e., “What is the girl doing?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using comparatives (i.e., “The kitty is smaller than the tiger”) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or story, STUDENT will say a complete sentence using superlatives (i.e., “That is the best cookie.”) with 80% accuracy in 4 out of 5 opportunities.
Given an idiom with a visual cue, STUDENT will accurately describe the meaning of the idiom with 80% accuracy in 4 out of 5 opportunities.
Given an idiom verbally with no visual cue, STUDENT will accurately describe the meaning of the idiom with 80% accuracy in 4 out of 5 opportunities.
Given an idiom verbally, STUDENT will identify a social situation where the idiom may be used appropriately with 80% accuracy in 4 out of 5 opportunities.
-Vocabulary Definitions
Given 5 words with picture cues, STUDENT will define the word correctly with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture, STUDENT will use 2-3 critical features to describe the object or picture with 80% accuracy in 4 out of 5 opportunities.
Given an emotional expression picture or story, STUDENT will use vocabulary to clearly describe the feelings, ideas, or experiences with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or word, STUDENT will identify synonyms with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or word, STUDENT will identify antonyms with 80% accuracy in 4 out of 5 opportunities.
Given 5 identified words in sentences, STUDENT will provide a synonym/antonym with 80% accuracy in 4 out of 5 opportunities.
Given a story with highlighted words, STUDENT will provide a synonym/antonym for each highlighted word with 80% accuracy in 4 out of 5 opportunities.
Given 10 pictures, STUDENT will match opposite pictures in pairs (i.e., happy/sad, up/down) with 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or word, STUDENT will identify the opposite with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture, STUDENT will describe the object or picture by naming the item, identify attributes (color, size, etc.), function, or number with 80% accuracy in 4 out of 5 opportunities.
Given a reading task, STUDENT will define unfamiliar words using context clues with 80% accuracy in 4 out of 5 opportunities.
Given common academic vocabulary, STUDENT will define prefix and/or suffix with 80% accuracy in 4 out of 5 opportunities.
Given common academic vocabulary, STUDENT will define the vocabulary word using a complete sentence with correct grammar with 80% accuracy in 4 out of 5 opportunities.
Speech Therapy Language Goals
- Following Directions
- Answering Questions
- Association
- Multiple Meaning
- Prepositions
-Vocabulary
Speech therapy goals for vocabulary.
Given 10 common nouns, STUDENT will identify the correct noun by pointing to the appropriate picture with 80% accuracy in 4 out of 5 opportunities.
Given 10 common verbs, STUDENT will identify the correct verb by pointing to the appropriate picture with 80% accuracy in 4 out of 5 opportunities.
Given 10 common adjectives, STUDENT will identify the correct adjective by pointing to the appropriate picture (size, shape, color, texture) with 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 pictures, STUDENT will identify the category items by pointing/grouping pictures into categories with 80% accuracy in 4 out of 5 opportunities.
-Following Directions
Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow a 1-step direction with 80% accuracy in 4 out of 5 opportunities.
Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow 2-step directions with 80% accuracy in 4 out of 5 opportunities.
Given 2-step directions, STUDENT will follow the directions with 80% accuracy in 4 out of 5 opportunities.
Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow 3-step directions with 80% accuracy in 4 out of 5 opportunities.
Given 3-step directions, STUDENT will follow the directions with 80% accuracy in 4 out of 5 opportunities.
Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with location modifiers (i.e., spatial concepts) with 80% accuracy in 4 out of 5 opportunities.
Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with quantity modifiers (i.e., numbers, more/less) with 80% accuracy in 4 out of 5 opportunities.
Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with quality modifiers (i.e., size, color, shape) with 80% accuracy in 4 out of 5 opportunities.
Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with pronoun modifiers (i.e., he, she, him, her, they, them) with 80% accuracy in 4 out of 5 opportunities.
Given verbal or written directions, STUDENT will identify the action words in the directions (e.g., “Read the book”…the action word is read)with 80% accuracy in 4 out of 5 opportunities.
Given verbal directions, STUDENT will follow conditional directions (e.g., “If you are wearing a red shirt, stand up.”)with 80% accuracy in 4 out of 5 opportunities.
-Answering Questions
Given a story, activity, or classroom discussion, STUDENT will answer “yes or no” questions with 80% accuracy in 4 out of 5 opportunities.
Given a story, activity, or classroom discussion, STUDENT will answer WH questions (i.e., who, what, when, where, why, how) with 80% accuracy in 4 out of 5 opportunities.
Given a verbal prompt, STUDENT will select and hand clinician the requested object or picture with 80% accuracy in 4 out of 5 opportunities.
Given 3 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture with 80% accuracy in 4 out of 5 opportunities.
Given 5 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture with 80% accuracy in 4 out of 5 opportunities.
Given 5 objects or pictures at a time and given a function, STUDENT will point to the appropriate object or picture with 80% accuracy in 4 out of 5 opportunities.
Given 5 action pictures at a time and given an action, STUDENT will point to the appropriate action picture with 80% accuracy in 4 out of 5 opportunities.
-Association
Given 5 objects or pictures at a time (e.g., ball, bat, car, fork, and ring) and asked what item is associated with … (e.g., with a seatbelt), STUDENT will select an item that is associated with the objects or pictures (e.g., car) with 80% accuracy in 4 out of 5 opportunities.
Given a word verbally, STUDENT will point to the appropriate object or picture associated with that word (e.g., ball/bat, fork/plate) with 80% accuracy in 4 out of 5 opportunities.
Given a category, STUDENT will correctly sort objects/pictures in that category with 80% accuracy in 4 out of 5 opportunities.
Given 3 items in a category and 3 categories to choose from, STUDENT will correctly sort objects/pictures into the appropriate category with 80% accuracy in 4 out of 5 opportunities.
Given 3 different categories, STUDENT will correctly sort objects/pictures into each different category with 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 objects or pictures, STUDENT will select 2 similar objects or pictures with 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 word verbally, STUDENT will select 2 similar words with 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will 1 object or picture that does not share that same attribute with 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 words and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will 1 word that does not share that same attribute with 80% accuracy in 4 out of 5 opportunities.
-Multiple Meaning
Given 3 to 5 objects or pictures and a multiple meaning word, STUDENT will select 2 objects or pictures that represent different meanings of that word with 80% accuracy in 4 out of 5 opportunities.
Given a multiple meaning word verbally, STUDENT will select 2 correct meanings from a group of 4 written choices with 80% accuracy in 4 out of 5 opportunities.
Given 10 objects or pictures and a verbal description of a word, STUDENT will select the correct object or picture to match the given verbal description with 80% accuracy in 4 out of 5 opportunities.
Given 10 words and a verbal description of a word, STUDENT will select the correct word to match the given verbal description with 80% accuracy in 4 out of 5 opportunities.
-Prepositions
Given 3 to 5 objects or pictures and a verbal preposition, STUDENT will point to the correct object or picture with 80% accuracy in 4 out of 5 opportunities.
Given object(s) and a verbal or written prepositions directive, STUDENT will follow the directions and act out the preposition using the given object(s) (e.g., “Put the doll under the table.”) with 80% accuracy in 4 out of 5 opportunities.
Given a verbal question, STUDENT will select the picture of the noun that tells WHO and WHAT with 80% accuracy in 4 out of 5 opportunities.
Given a story read aloud, STUDENT will select the picture of the noun that tells WHO and WHAT with 80% accuracy in 4 out of 5 opportunities.
Given a verbal question, STUDENT will select the picture of the verb that tells the action with 80% accuracy in 4 out of 5 opportunities.
Given a story read aloud, STUDENT will select the picture of the verb that tells the action with 80% accuracy in 4 out of 5 opportunities.
Given a verbal question, STUDENT will select the picture that tells WHERE with 80% accuracy in 4 out of 5 opportunities.
Given a story read aloud, STUDENT will select the picture that tells WHERE with 80% accuracy in 4 out of 5 opportunities.
Given a verbal question, STUDENT will select the picture that tells HOW with 80% accuracy in 4 out of 5 opportunities.
Given a story read aloud, STUDENT will select the picture that tells HOW with 80% accuracy in 4 out of 5 opportunities.
Given a two word phrase that calls attention to an object or picture (e.g., “that car”, “her toy”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture and a phrase that shows the disappearance (e.g., “crackers all gone”, “no cookie”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture and a phrase that shows the recurrence (e.g., “more crackers”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture and a phrase that contains an adjective and a noun (e.g., “red shoe”, “big ball”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture and a phrase that shows possession (e.g., “Dad’s cat”, “girl’s shoe”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture and a phrase that uses action object form (e.g., “Tie shoe”, “read book “), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture and a phrase that indicates the location (e.g., “pencil down”, “car outside”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture and a phrase that uses agent action form (e.g., “boy jump”, “girl eat”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture and a phrase that shows an emotion (e.g., “girl sad”, “man angry”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture and a phrase to achieve a desired end (e.g., “shoe on”, “go home”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes articles (e.g., “a”, “an”, “the”, and “some”), STUDENT will answer “yes or no” if the phrase or sentence uses the articles accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes adjectives (e.g., “this”, “that”, “these”, and “those”), STUDENT will answer “yes or no” if the phrase or sentence uses the adjectives accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes plurals (e.g., s, es) and irregular plural nouns , STUDENT will answer “yes or no” if the phrase or sentence uses the plurals accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes possessive nouns (e.g., “the girl’s bike”), STUDENT will answer “yes or no” if the phrase or sentence uses the possessive accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes subject pronouns (e.g., “I”, “he”, “she”, “you”, “we” “they”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes object pronouns (e.g., “me”, “him”, “her”, “you”, “us”, “them”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes possessive pronouns (e.g., “my/mine”, “his”, “her/hers”, “your/yours”, “our/ours”, “their/theirs”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes reflexive pronouns (e.g., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes present progressive verb tense (e.g., “The man is running”, “The girls are waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes past progressive verb tense (e.g., “The man was running”, “The girls were waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes present tense “s” and “es” marker (e.g., “The boy jogs”, and “The bee buzzes”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes “have” and “has” (e.g., “The boy has a dog”, and “The girls have ice skating”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes regular past tense (e.g., “The dog jumped”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities.
Given a phrase or sentence that includes irregular past tense (e.g., “The boy ran”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities.
Speech Therapy Goals for Auditory Discrimination
Given multi-step directions, STUDENT will follow 2-step, 3-step, and 4-step directions of increasing length and complexity with 80% accuracy in 4 out of 5 opportunities.
Given 10 words, STUDENT will recognize the differences between same or different words with 80% accuracy in 4 out of 5 opportunities.
Given a sentence, STUDENT will remember and repeat of increasing length and complexity with 80% accuracy in 4 out of 5 opportunities.
Given a word broken down into isolated sounds, STUDENT will combine the isolated sounds together to form words with 80% accuracy in 4 out of 5 opportunities.
Speech Therapy Goals for Phonological Awareness
Given 10 words, STUDENT will identify the sounds in the words with 80% accuracy in 4 out of 5 opportunities.
Given 10 words, STUDENT will identify the number of sounds in the words with 80% accuracy in 4 out of 5 opportunities.
Given 10 words, STUDENT will identify the similarities sounds in the words with 80% accuracy in 4 out of 5 opportunities.
Given 2 words with matching beginning sounds or ending sounds, STUDENT will identify and/or match the words with the same beginning sounds or ending sounds with 80% accuracy in 4 out of 5 opportunities.
Given a sentence with two rhyming words, STUDENT will identify the two rhyming words with 80% accuracy in 4 out of 5 opportunities.
Given a rhyming word, STUDENT will produce two or more words that rhyme with the given word with 80% accuracy in 4 out of 5 opportunities.
Given a word, STUDENT will substitute initial and/or final sounds to create new words (i.g., cat/fat; man, mad) with 80% accuracy in 4 out of 5 opportunities.
Speech Therapy Goals for Autism
- Play Skills
- Joint Attention
- Following Instructions
- Getting the Teacher’s Attention
- Friend Making
- General Conversation
- Perspective
- Problem Solving
- Dealing with Feelings
- Alternatives to Aggression
- Predictions/Inferences
-Play Skills
Given a toy(s), STUDENT will play with the toy(s) using their appropriate function with 80% accuracy in 4 out of 5 opportunities.
Given a toy(s), STUDENT will demonstrate parallel play with peers for X minutes with 80% accuracy in 4 out of 5 opportunities.
Given a toy(s), STUDENT will demonstrate symbolic play with 80% accuracy in 4 out of 5 opportunities.
Given a toy(s), STUDENT will demonstrate pretend play with 80% accuracy in 4 out of 5 opportunities.
Given a toy(s), STUDENT will take X turns during a play activity with peer or teacher with 80% accuracy in 4 out of 5 opportunities.
Given an opportunity to offer someone help, STUDENT will ask what the other person needs, listen, provide the help requested with 80% accuracy in 4 out of 5 opportunities.
Given offered help from a peer or adult, STUDENT will accept the help and thank the person, or politely decline the help with 80% accuracy in 4 out of 5 opportunities.
Given an opportunity to volunteer, STUDENT will look at the person, use a clear voice, ask to volunteer for a specific task or activity with 80% accuracy in 4 out of 5 opportunities.
Given a task or activity to take turns, STUDENT will wait for HIS/HER turn, sit or stand quietly, keep HIS/HER legs and arms still, avoid whining or begging, and engage in activity or task when it is HIS/HER turn with 80% accuracy in 4 out of 5 opportunities.
Given an opportunity to borrow something, STUDENT will make a polite request to borrow an item or material, accept “no” as an answer, and if the other person agrees promptly return the materials in the same condition with 80% accuracy in 4 out of 5 opportunities.
Given a game activity, STUDENT will display good sportsmanship and play by the rules, accepting winning without bragging, and accepting losing without complaining with 80% accuracy in 4 out of 5 opportunities.
Given a toy or object and asked to share, STUDENT will share the toy or object with a peer or adult with 80% accuracy in 4 out of 5 opportunities.
-Joint Attention
Given an activity with a partner, STUDENT will demonstrate joint attention for X minutes with 80% accuracy in 4 out of 5 opportunities.
Given a communication partner, STUDENT will point to gain the communication partner’s attention with 80% accuracy in 4 out of 5 opportunities.
Given a communication partner, STUDENT will use eye gaze to direct the communication partner’s attention with 80% accuracy in 4 out of 5 opportunities.
Given a communication partner, STUDENT will track the eye gaze of others and predict what they are thinking and will modify their behavior based on what others are looking at with 80% accuracy in 4 out of 5 opportunities.
-Following Instructions
Given a direction, STUDENT will follow the 1-step direction with 80% accuracy in 4 out of 5 opportunities.
Given 2-step directions, STUDENT will follow the 2-step directions with 80% accuracy in 4 out of 5 opportunities.
Given 3-step directions, STUDENT will follow the 3-step directions with 80% accuracy in 4 out of 5 opportunities.
Given verbal directions, STUDENT will begin task with only 1 prompt within 1 minute of receiving the instructions with 80% accuracy in 4 out of 5 opportunities.
Given written directions, STUDENT will read the instructions, follow each instruction in order, and ask for help if needed with 80% accuracy in 4 out of 5 opportunities.
Given verbal or written directions to change to another activity, STUDENT will change to the new activity within 1 minute of receiving the instructions with 80% accuracy in 4 out of 5 opportunities.
-Getting the Teacher’s Attention
Given the need to get the teacher’s attention, STUDENT will look at the teacher, raise HIS/HER hand, wait to be acknowledged, and ask their question with 80% accuracy in 4 out of 5 opportunities.
Given a need to ask a question, STUDENT will get the person’s attention appropriately, look at the person, use a pleasant tone of voice, use words such as “please”, “would”, “may I”, and listen to the person’s answer with 80% accuracy in 4 out of 5 opportunities.
Given a need to ask for help, STUDENT will look at the person, ask if he or she has time to help, clearly describe what kind of help HE/SHE needs with 80% accuracy in 4 out of 5 opportunities.
Given a social setting, STUDENT will identify expected and unexpected behaviors in themselves and others with 80% accuracy in 4 out of 5 opportunities.
Given a social setting, STUDENT will demonstrate expected behaviors that are expected in that setting with 80% accuracy in 4 out of 5 opportunities.
Given expected and unexpected behaviors, STUDENT will identify how the expected and unexpected behaviors affect the thoughts and feelings of others with 80% accuracy in 4 out of 5 opportunities.
Given feedback regarding HIS/HER behavior, STUDENT will modify their behavior based on the feedback with 80% accuracy in 4 out of 5 opportunities.
Given an example of their own behavior, STUDENT will identify how their own behavior will affect the thoughts and feelings of others with 80% accuracy in 4 out of 5 opportunities.
Given others’ behaviors, STUDENT will identify HIS/HER thoughts about others’ behaviors with 80% accuracy in 4 out of 5 opportunities.
Given actions from others, STUDENT will modify their own behavior based on the actions of others with 80% accuracy in 4 out of 5 opportunities.
Given social interactions, STUDENT will maintain appropriate personal space and maintain safe hands and body with 80% accuracy in 4 out of 5 opportunities.
Given classroom or small group discussion, STUDENT will demonstrate active listening skills (e.g., body facing the speaker, keep mouth and body still, nodding head to show listening, asking questions and/or making comments) with 80% accuracy in 4 out of 5 opportunities.
Given different social settings, STUDENT will monitor HIS/HER volume and adjust it based on setting and/or situation with 80% accuracy in 4 out of 5 opportunities.
Given classroom or small group discussion, STUDENT will make on-topic and appropriate comments with 80% accuracy in 4 out of 5 opportunities.
Given a specific behavior, STUDENT will identify how it makes others feel , the consequences, and how that then makes HIM/HER feel about HIMSELF/HERSELF with 80% accuracy in 4 out of 5 opportunities.
Given a social situation, STUDENT will identify how others are feeling and identify at least one visual cue that lead them to that conclusion with 80% accuracy in 4 out of 5 opportunities.
Given a task, STUDENT will listen carefully, gather materials, and begin working quietly with 80% accuracy in 4 out of 5 opportunities.
Given a task, STUDENT will read the directions and attempt the assignment before asking the teacher for help with 80% accuracy in 4 out of 5 opportunities.
-Group Work
Given a group activity, STUDENT will cooperate with others, use a kind voice, and follow the set group guidelines for the activity with 80% accuracy in 4 out of 5 opportunities.
Given a group activity, STUDENT will use appropriate volume level for the activity and setting with 80% accuracy in 4 out of 5 opportunities.
Given a group activity, STUDENT will discuss what goal needs to be achieved with the group, decided HIS/HER role is going to be, accept help or feedback from peers, follow rules, share materials, and give praise to others, for the activity with 80% accuracy in 4 out of 5 opportunities.
Given a new class period, STUDENT will come prepared for class by bringing all necessary materials (i.e., books, papers, homework, and writing tools) , being on time, and handing in assignments as requested by the teacher with 80% accuracy in 4 out of 5 opportunities.
Given a new class period, STUDENT will determine what materials HE/SHE needs for class, gather materials, and only take those materials HE/SHE needs for class with 80% accuracy in 4 out of 5 opportunities. Given an assignment, STUDENT will write down the assignment in HIS/HER planner or electronic device with 80% accuracy in 4 out of 5 opportunities.
Given a make-up or missed assignment, STUDENT will ask the teacher for the make-up or missed assignment with 80% accuracy in 4 out of 5 opportunities.
-Friend Making
Given an unfamiliar person to meet, STUDENT will introduce HIMSELF/HERSELF by looking at the person, use an appropriate greeting (i.e., Hi, my name is…”) and telling the person it was nice meeting HIM/HER when leaving with 80% accuracy in 4 out of 5 opportunities.
Given a familiar or unfamiliar person to greet, STUDENT will look at the person, use a kind voice, and say “hi” or “hello” following all 3 steps with 80% accuracy in 4 out of 5 opportunities.
Given an opportunity to compliment someone, STUDENT will look at the person, use a kind voice, give HIM/HER a compliment, and give the person time to respond with 80% accuracy in 4 out of 5 opportunities.
Given a compliment, STUDENT will look at the person, use a kind voice to thank the person (i.e., “Thank you, it’s my favorite shirt.”) with 80% accuracy in 4 out of 5 opportunities.
-General Conversation
Given a greeting from a peer or adult, STUDENT will acknowledge the greeting by looking at the person and returning the greeting (e.g., “hello”, “hi”, “how are you?”, etc.) with 80% accuracy in 4 out of 5 opportunities.
Given a small group or classroom discussion, STUDENT will initiate the conversation (e.g., ask a question, make a comment, give a compliment, etc.) with 80% accuracy in 4 out of 5 opportunities.
Given a need or desire, STUDENT will spontaneously communicate HIS/HER needs or desire (e.g., “I need…”, “I want…”) with 80% accuracy in 4 out of 5 opportunities.
Given a small group discussion, STUDENT will take turns during the conversation with a peer or an adult with 80% accuracy in 4 out of 5 opportunities.
Given a small group discussion, STUDENT will identify expected and unexpected behaviors for a conversation (e.g., topic maintenance, topic changes, asking questions, on-topic comments, unrelated comments, appropriate interruptions, long talking turns, not responding, initiating conversations, etc.) with 80% accuracy in 4 out of 5 opportunities.
Given a conversational partner, STUDENT will describe the conversational partner’s emotional responses of HIM/HER when HE/SHE uses expected and unexpected behaviors during a conversation with 80% accuracy in 4 out of 5 opportunities.
Given a small group discussion, STUDENT will demonstrate expected behaviors during preferred and un-preferred conversational topics with 80% accuracy in 4 out of 5 opportunities.
Given a conversational partner, STUDENT will identify how that person is feeling based on observing their body language with 80% accuracy in 4 out of 5 opportunities.
Given a small group discussion, STUDENT will use conversation maintenance strategies (i.e., making comments, take turns, ask questions, etc.) with 80% accuracy in 4 out of 5 opportunities.
Given a conversational partner, STUDENT will maintain a topic for at least 3 conversational turns (e.g., ask partner-focused questions, make comments, etc) with 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will look at the speaker, ask questions when appropriate, and not interrupt others with 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will use the appropriate volume based on the setting with 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will appropriately join the conversation by looking at the people, waiting for a moment when no one else is talking, make a comment or ask a question that relates to the topic with 80% accuracy in 4 out of 5 opportunities.
Given a conversational partner who is busy talking with someone else, STUDENT will wait until the other person is finished speaking, look at the person, get their attention (“Excuse me…”, “Do you have a minute…”) and wait for the person to acknowledge HIM/HER before continuing with 80% accuracy in 4 out of 5 opportunities.
Given a need to interrupt, STUDENT will look at the person, wait for the person to acknowledge them, begin with “Excuse me for interrupting, but…” make a specific request or give information with 80% accuracy in 4 out of 5 opportunities.
Given a small group or classroom discussion, STUDENT will demonstrate active listening skills (track the speaker with their eyes, keep mouth and body still and quiet, nodding head to show listening, ask questions and/or make comments, etc.) with 80% accuracy in 4 out of 5 opportunities.
Given a communication partner and a communication breakdown, STUDENT will use communication breakdown strategies, such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouth to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities.
-Perspective
Given a social interaction, STUDENT will accurately identify another’s perspective with 80% accuracy in 4 out of 5 opportunities.
Given different conversational partners (e.g., peer, teacher, authority figure, etc.), STUDENT will adjust HIS/HER language style and topics of conversation based on the conversation partner with 80% accuracy in 4 out of 5 opportunities.
Given a picture or social interaction, STUDENT will identify another person’s emotion and why HE/SHE is feeling that way with 80% accuracy in 4 out of 5 opportunities.
-Problem Solving
Given a problem and problem solving graphic organizer , STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy in 4 out of 5 opportunities.
Given a problem, STUDENT will appropriately identify the size of the problem with 80% accuracy in 4 out of 5 opportunities.
Given problems at differing sizes, STUDENT will identify appropriate reaction size to the problem with 80% accuracy in 4 out of 5 opportunities.
-Dealing with Feelings
Given a time when the student is angry, STUDENT will use a calming strategy (e.g., breathe slowly, take a break, count to 10, listen to music, etc.) with 80% accuracy in 4 out of 5 opportunities.
Given warning and a change in routine, STUDENT will identify exactly what is changing, ask questions, remain calm, and explain HIS/HER feelings of concern with 80% accuracy in 4 out of 5 opportunities.
Given warning and a change in routine, STUDENT will accept the change without becoming upset with 80% accuracy in 4 out of 5 opportunities.
Given a social interaction, STUDENT will identify HIS/HER emotion and why HE/SHE is feeling that way with 80% accuracy in 4 out of 5 opportunities.
-Alternatives to Aggression
Given a real-life or role-play scenario, STUDENT will demonstrate how to accept teacher help to make an appropriate decision during a conflict situation with 80% accuracy in 4 out of 5 opportunities.
Given a real-life or role-play conflict scenario, STUDENT will demonstrate appropriate peer mediation skills to resolve the conflict with 80% accuracy in 4 out of 5 opportunities.
Given a real-life or role-play conflict scenario, STUDENT will remain calm and relaxed, listen to the other person, determine what they can agree on with 80% accuracy in 4 out of 5 opportunities.
Given criticism or feedback, STUDENT will look at the person, say “okay”, and not argue with 80% accuracy in 4 out of 5 opportunities.
Given a problem, STUDENT will define exactly what the problem is, brainstorm possible options, consider disadvantages and advantages of options, and choose the best option with 80% accuracy in 4 out of 5 opportunities.
Given a defeat or loss in a game, STUDENT will look at the person who won , remain calm, and congratulate the other person with 80% accuracy in 4 out of 5 opportunities.
Given an upsetting situation, STUDENT will express HIS/HER anger with non-aggressive words to describe how HE/SHE feels with 80% accuracy in 4 out of 5 opportunities.
-Predictions/Inferencing
Given a picture, STUDENT will make a prediction or inference about the picture with 80% accuracy in 4 out of 5 opportunities.
Given a short story, STUDENT will make a prediction or inference about the story with 80% accuracy in 4 out of 5 opportunities.
Given a social scenario, STUDENT will make a prediction or inference about the scenario and identify at least one visual cue that contributed to HIS/HER inference with 80% accuracy in 4 out of 5 opportunities.
Augmentative Alternative Communication
Speech therapy goals for aac.
- Picture Exchange Communication System (PECS)
- Sign Language
-Picture Exchange Communication System (PECS)
Given a want or need, STUDENT will request a want or a need by pulling off a picture symbol and placing it into the teacher’s hand with 80% accuracy in 4 out of 5 opportunities.
Given a want or need, STUDENT will choose the “I want” or “I need” symbol plus the desired item , then place them both onto the sentence strip , then and hand the sentence strip to the teacher with 80% accuracy in 4 out of 5 opportunities.
Given a simple question, such as “What do you want?”, STUDENT will independently choose a picture symbol to answer a simple question with 80% accuracy in 4 out of 5 opportunities.
Given augmentative symbols or device, STUDENT will carry device to various school and community locations (lunchroom, classroom, recess etc.) with minimal prompting with 80% accuracy in 4 out of 5 opportunities.
Given augmentative symbols or device, STUDENT will independently navigate to the “home” page with 80% accuracy in 4 out of 5 opportunities.
Given a question or community helper or form, STUDENT will identify HIS/HER contact information selecting (i.e. name, address, phone number, etc.) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a community sign, STUDENT will identify the community sign (i.e. restroom, stop sign, crosswalk, exit, etc.) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a question, STUDENT will express HIS/HER preference selecting “yes or no” using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a group of pictures, STUDENT will identify the category of the pictures using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object, STUDENT will identify the color of the picture or object using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object, STUDENT will identify the shape of the picture or object using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object, STUDENT will identify the attributes (hot/cold, big/little, soft/hard) of the picture or object using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a group of objects, STUDENT will count the objects and select the appropriate number of objects (1-10) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a picture or object, STUDENT will select matching word using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given 5 pictures of facial emotions, STUDENT will identify the emotion using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a spoken question, STUDENT will select the desired activity using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a communication partner, STUDENT will initiate a conversation with a peer or teacher (i.e. hello, how are you ?, etc.) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a communication partner, STUDENT will maintain a conversation and engage in up to 3 conversational exchanges with a peer or teacher using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given augmentative symbols or device, STUDENT will select HIS/HER meal choices (in the school lunchroom, restaurant, etc.) with 80% accuracy in 4 out of 5 opportunities.
Given a communication partner, STUDENT will spontaneously make a request or greet a peer or teacher using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a time of frustration, STUDENT will independently indicate a break or refuse an undesired item or activity (i.e. “no”, “I don’t want”, “I don’t like”, etc.) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a communication partner, STUDENT will inform others of past events using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
Given a communication partner and a communication breakdown, STUDENT will repair the communication breakdown using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.
-Sign Language
Given a need and a verbal prompt, STUDENT will sign a basic “need” sign , such as ( help, more, done, want, need etc.) to make a request with 80% accuracy in 4 out of 5 opportunities.
Given a need, STUDENT will sign a basic “need” sign , such as ( help, more, done, want, need etc.) to make a request spontaneously across multiple school environments and the community with 80% accuracy in 4 out of 5 opportunities.
Given a conversational partner, STUDENT will introduce HIMSELF/HERSELF by fingerspelling HIS/HER name or using HIS/HER name sign with 80% accuracy in 4 out of 5 opportunities.
Given a signed picture or object, STUDENT will receptively identify the picture or object that was signed with 80% accuracy in 4 out of 5 opportunities.
Given 5 pictures or objects, STUDENT will expressively label the pictures or objects using sign with 80% accuracy in 4 out of 5 opportunities.
Given 5 pictures of facial emotions, STUDENT will identify the emotion using sign with 80% accuracy in 4 out of 5 opportunities.
Speech Therapy Goals for Figurative Language
Given a reading task, STUDENT will identify and interpret the meaning of idioms , metaphors, similes, or proverbs with 80% accuracy in 4 out of 5 opportunities.
Given a writing task, STUDENT will create similes and/or metaphors in a sentence or paragraph with 80% accuracy in 4 out of 5 opportunities.
Given a reading task, STUDENT will make predictions and inferences based on textual evidence with 80% accuracy in 4 out of 5 opportunities.
Given a reading task, STUDENT will make inferences based on a character in literature about why they say, feel, and do the things that they do with 80% accuracy in 4 out of 5 opportunities.
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.
Given a short story or video, STUDENT will answer wh -questions (who, what, when, where, why, & how) using complete sentences with 80% accuracy in 4 out of 5 opportunities.
Given a graphic organizer, STUDENT will produce a five paragraph essay including an introduction, topic sentences, transitions, and conclusion with 80% accuracy in 4 out of 5 opportunities.
Speech Therapy Goals Intelligibility
Given a communication partner and a communication breakdown, STUDENT will use clear slow speech and pausing to gather HIS/HER thoughts to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities.
Send me the FREE IEP Goal Bank!
Speech therapy goals conclusion.
I hope you find these speech therapy goals helpful or they gave you an idea for how to write speech therapy goals.
Let me know if there are other speech therapy goals and objectives that would be helpful or if you have examples of speech therapy goals.
Monday 12th of December 2022
This is one of most GO-TO Goal banks. Thank you so much!
Melissa Berg
Tuesday 27th of December 2022
Hi Jannette, I'm SO happy to hear that this is your GO_TO goal bank. Wishing you all my best! Melissa
Tuesday 4th of October 2022
Hi! I use this goal bank frequently but am always wondering why it was decided to label the goals for D/deaf and Hard of Hearing people as "Hearing Impaired/Impairment"? From my understanding and work with the DHH population, most prefer the terms, deaf, Deaf, or Hard of Hearing rather than Hearing Impaired. Just wanted to check in about it! Thanks!
Wednesday 5th of October 2022
Hi Melissa, Thanks so much for the feedback! I have made the updated suggestion. All my best, Melissa
Janet Pevsner
Monday 19th of September 2022
Your materials are sooo great AND you are soooo generous with your materials! Thank you so much for this Melissa.
Tuesday 20th of September 2022
Hi Janet, Thank you for your kind and thoughtful words! It means so much to me. I'm happy to know you like my materials! Wishing you all the best, Melissa
Monday 29th of August 2022
I love your material, it's so helpful! Thank you so much!
Lorena Bazarte
Thursday 25th of August 2022
Can you include goals for consultation for students in language articulation and fluency--when students have mastered the objectives but want to keep them in consult to monitor that they maintain their skills.
Saturday 27th of August 2022
Hi Lorena, I love this idea! I currently don't have anything in the works, but can add this to my future ideas list! All my best, Melissa
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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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What Do Speech Language Pathologists Do? A Day in The Life
Speech Language Pathologists (SLPs) are prominent figures in the world of healthcare and education, playing a vital role in enhancing communication and swallowing abilities for individuals of all ages. If you've ever wondered about the daily life of these dedicated professionals, this article will provide a glimpse into the diverse roles of SLPs in a variety of settings.
A Day in a School: Nurturing Communication in Young Minds
Morning: In-class support and group sessions
An SLP working in an elementary school might begin their day with “push-in” services, where they go into a class to support students during various subjects. They might help students with language disorders as they work on a research writing activity, or help a small group with vocabulary from a classroom textbook or novel assignment. This type of support allows teachers and SLPs to be close collaborative partners and to make decisions together about how to support students in the educational setting. The SLP might also see individual students, or small groups, where they focus on specific skill-building such as articulation disorders or language formulation tasks. Planning individualized treatment plans is a crucial part of the morning routine, tailoring interventions to address specific challenges.
Afternoon: Assessments and Collaboration
An SLP may have dedicated assessment time to complete evaluations of students identified by the educational team, which includes parents and guardians. These evaluations help identify students with speech or language disorders. The SLP collaborates with teachers and parents to gather information, ensuring a holistic understanding of each child's needs. Collaboration with teachers and support staff is constant, ensuring a cohesive approach to students' progress. The SLP may spend time meeting with teachers and other support staff such as special education teachers, occupational therapists, and school counselors, as well as connecting with caregivers to ensure solid communication between the school and home environment.
A Day in Hospitals: Guiding Recovery and Rehabilitation
Morning: Multidisciplinary Rounds and Assessments
In a hospital setting, an SLP may begin the day by participating in multidisciplinary rounds. These discussions involve healthcare professionals from various specialties, ensuring a comprehensive approach to patient care. Assessments follow, as the SLP evaluates patients with communication and swallowing disorders resulting from conditions such as strokes or traumatic brain injuries.
Afternoon: Therapy Sessions and Treatment Plans
The afternoon might be dedicated to completing modified barium swallow studies in the fluoroscopy suite. This activity allows the SLP, along with a radiologist and physician, to determine etiologies of swallowing challenges with a patient. The SLP then makes recommendations; collaborating with occupational therapists and physicians, the SLP designs and adjusts treatment plans, addressing the unique needs and goals of each patient.
Late Afternoon: Family Education and Progress Reports
In the late afternoon, the SLP meets with patients' families to provide education on communication and swallowing strategies. Clear communication about progress and expectations is crucial for family members as they support their loved ones through the rehabilitation process. Detailed progress reports are shared with the healthcare team, ensuring a coordinated and informed approach to patient care.
A Day in Private Practice: Tailoring Individualized Therapy
Morning: Client Assessments and Treatment Planning
In a private practice setting, an SLP often starts the day with client assessments. These assessments help identify specific speech or language challenges, and the SLP collaborates with clients to set personalized goals. Treatment plans are then developed, aligning with the client's unique needs and preferences.
Afternoon: One-on-One Therapy Sessions
The heart of the day in private practice is dedicated to one-on-one therapy sessions. Whether addressing speech articulation, language development, or voice disorders, the SLP works closely with clients, providing tailored interventions. The personalized nature of private practice allows the SLP to adapt and modify sessions in real-time, maximizing the effectiveness of each therapy session.
Late Afternoon: Progress Reviews and Professional Development
As the day progresses, the SLP reviews client progress and adjusts treatment plans accordingly. Continuing education is a key component of private practice, and the late afternoon may involve staying abreast of the latest research and techniques. Networking with other healthcare professionals ensures a holistic approach to client care.
There are many roles SLPs can play; whether in schools, hospitals, or private practice, SLPs are dedicated to enhancing communication and swallowing abilities for individuals across the lifespan. Take a look at MGH Institute of Health Professions' speech language pathology curriculum plans if you are interested in how to become a Speech-Language Pathologist. Our integration of written with spoken language disorders studies also allows you to become eligible for Reading Specialist Licensure.
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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 ...
x IEP Goal WrItInG for SPEEch-lanGuaGE PatholoGIStS to consider how students are using basic language knowledge and skills for the reading and writing processes. However, as direct service providers, SLPs should focus intervention on the language skills that underlie and impact the ability to acquire reading and writing. The
IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards, Second Edition familiarizes the speech-language pathologist (SLP) with specific Early Learning Standards (ELS) and Common Core State Standards (CCSS) as well as the speech-language skills necessary for students to be successful with the school curriculum. It also describes how to write defensible Individualized ...
By [date], [student] will accurately produce the /θ/ and /ð/ sounds in structured sentences with 80% accuracy. 5. By [date], [student] will increase speech clarity by reducing instances of weak syllable deletion in multisyllabic words to less than 20% in conversational speech. 6.
2. Identify goal targets that impact the student academically/socially. Parent and teacher report that Student replaces /k/ with /t/ (e.g. "cat" is spelled "tat") in their spelling. It is also hard to understand what the student is asking or commenting when talking with the teacher and peers in the classroom. 3.
IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards, Second Edition familiarizes the speech-language pathologist (SLP) with specific Early Learning Standards (ELS) and Common Core State Standards (CCSS) as well as the speech-language skills necessary for students to be successful with the school curriculum. It also describes how to write defensible Individualized ...
The goal writing work- sheet and information in Chapter 4 will assist the SLP with this process. It will also provide the framework for writing defensible IEP goals. The components of this framework include ensuring the goals are understandable, doable, measurable, and achievable.
IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards, Second Edition familiarizes the speech-language pathologist (SLP) with specific Early Learning Standards (ELS) and Common Core State Standards (CCSS) as well as the speech-language skills necessary for students to be successful with the school curriculum.It also describes how to write defensible Individualized ...
IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards 1st Edition is written by Lydia Kopel; Elissa Kilduff and published by Plural Publishing, Inc.. The Digital and eTextbook ISBNs for IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards are 9781944883201, 1944883207 and the print ISBNs are 9781597569415, 1597569410. Save up to 80% versus print ...
Tips for Speech Therapy Goals. 1. Goals must be educationally relevant in the school setting. Goals do not have to be based on developmental norms. To be aligned with IDEA, you have to find out the educational impact of the child's speech errors and select your goals after that process (Ireland & Conrad, 2016). 2.
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.
Goal writing is not, or at least should not, be a quick and easy task. Many special educators, especially those new to the field, struggle when developing IEP goals and objectives (e.g., Caruana, 2015; Shriner et al., 2012).Perhaps this struggle is the reason that it is now relatively easy to search for speech and language goals for school-aged children and adolescents online via blogs and ...
IEP goal writing for speech-language pathologists : utilizing state standards ... Prerequisite skills and steps to mastery -- Writing IEP goals Access-restricted-item true Addeddate 2023-07-13 11:29:58 Associated-names Kilduff, Elissa, author Autocrop_version ..15_books-20220331-.2 Bookplateleaf 0002 ...
Mix and match the following skills, supports, and materials below to create an individualized IEP goal for vocabulary. ... During a 5-minute conversation with the speech language pathologist, ... environmental learning challenge, [name] will advocate for their needs in order to be successful (i.e. use of a fidget, writing larger on the ...
As a Speech Language Pathologist (SLP), writing Individualized Education Program (IEP) goals is a crucial part of your role in supporting students with speech and language needs. These goals serve as a roadmap for the student's educational journey, outlining the specific skills and behaviors they need to develop and achieve.
Goal Writing for Speech Therapy IEPs. If you need some help writing goals for your IEPs, I highly recommend this book. Some info in case you're considering it: Includes common core standards/goal info for grades K-12 AND info on early learning standards (for 3-4 year olds).
IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards familiarizes the speech-language pathologist (SLP) with specific Early Learning Standards (ELS) and Common Core State Standards (CCSS) as well as the speech-language skills necessary for students to be successful with the school curriculum. It also describes how to write defensible Individualized Education Plan (IEP ...
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." ...
Today's lecture is going to focus on teaching SLPs the basics of speech-language goal writing for school individualized education plans, or IEPs, and the content of the lecture is primarily accessible to those new to speech language pathology or new to the school setting. However, experienced school-based SLPs or SLPs in other settings should ...
As a Speech Language Pathologist (SLP), I am here to shed light on the significance of accurate IEP goal writing and the role that SLPs play in this process. In this blog post, we will explore the importance of accurate IEP goal writing, common challenges faced, strategies for writing accurate goals, and the impact it has on student success.
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.
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 ...
Writing Measurable and Academically Relevant IEP Goals with 80% Accuracy Over Three Consecutive Trials (Perspectives of the ASHA Special Interest Groups) Related Resources. Individuals with Disabilities Education Act (IDEA) - Individualized Education Programs (IEPs) Introduction to S.M.A.R.T. IEPs; Is Your Child's IEP Individualized?
Apply for the Job in Speech-Language Pathologist (2024-2025 SY) at Norwalk, CT. View the job description, responsibilities and qualifications for this position. Research salary, company info, career paths, and top skills for Speech-Language Pathologist (2024-2025 SY)
IEP Goals for Auditory Memory The student will demonstrate improved auditory memory by recalling and accurately repeating a sequence of 6-8 spoken words after a single presentation with 85% accuracy.
In a private practice setting, an SLP often starts the day with client assessments. These assessments help identify specific speech or language challenges, and the SLP collaborates with clients to set personalized goals. Treatment plans are then developed, aligning with the client's unique needs and preferences. Afternoon: One-on-One Therapy ...