speech and therapy goals

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. 

Return to Top

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

SUBSCRIBE TO STAY CONNECTED!

Speech Room News

Speech & Language Therapy Resources

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!

Join the SRN newsletter!

I'm so glad you stopped by! If you'd like to keep up with the newest posts and get exclusive free downloads, please sign up for the newsletter! Your first freebie is ready as soon as you subscribe and confirm your email!

Success! Now check your email to confirm your subscription.

There was an error submitting your subscription. Please try again.

Keep up with the newest posts and get exclusive free downloads!

Speech Therapy Goals

Why re-invent the wheel?

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

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

Speech Therapy Goal Bank

Articulation goals.

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

Articulation Goals – Sounds

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

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

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

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

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

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

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

Articulation Goals – Consonant Clusters

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

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

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

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

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

Phonology Goals

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

Phonology Goals for children ages 3+ – Syllabic

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

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

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

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

Phonology Goals for children ages 3+ – Substitution

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

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

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

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

Phonology Goals for children ages 5+ – Syllabic

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

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

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

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

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

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

Phonology Goals for children ages 5+ – Substitution

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

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

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

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

Receptive Language Goals

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

Receptive Language Goals – Vocabulary

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

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

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

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

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

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

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

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

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

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

Receptive Language Goals – Following Directions

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

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

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

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

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

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

Receptive Language Goals – Answering Questions

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

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

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

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

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

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

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

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

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

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

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

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

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

Receptive Language Goals – Other

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

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

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

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

Expressive Language Goals

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

Expressive Language Goals – Gestures/signs

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

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

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

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

Expressive Language Goals – Early Language

Will imitate vocalizations when requesting objects Imitará vocalizaciones cuando pide objetos

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

Will imitate duplicated syllables Imitará sílabas duplicadas

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

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

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

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

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

Expressive Language Goals – Vocabulary Development

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Utterance Expansion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Morphology

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

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

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

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

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

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

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

Expressive Language Goals – Syntax

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Narrative Development

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

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

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

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

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

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

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

Expressive Language Goals – Narrative Development for Older Students

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

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

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

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

Will distinguish between fact and fantasy Distinguirá entre fantasía y realidad

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

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

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

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

Expressive Language Goals - Compare and Contrast

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

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

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

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

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

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

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

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

Pragmatic Language Goals

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

Pragmatic Language Goals – General Communication

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

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

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

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

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

Pragmatic Language Goals – Play Skills

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

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

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

Will demonstrate symbolic play Demostrará el juego simbólico

Will demonstrate pretend play Demostrará el juego de fantasía

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

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

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

Pragmatic Language Goals – Joint Attention

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

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

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

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

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

Pragmatic Language Goals – Behavior/Expectations

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

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

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

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

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

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

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

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

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

Will maintain appropriate personal space Mantendrá el espacio personal apropiado

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

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

Pragmatic Language Goals – Conversation

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

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

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

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

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

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

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

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

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

Pragmatic Language Goals – Predictions/Inferencing

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

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

Fluency Goals

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

Fluency Goals – Desensitization

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Stuttering Modification Techniques

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Fluency Shaping Techniques

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Secondary Behaviors

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

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

Voice Goals

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

Voice Goals – Volume

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

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

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

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

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

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

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

Voice Goals – Resonance

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

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

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

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

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

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

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

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

Voice Goals – Pitch

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

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

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

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

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

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

Voice Goals – Breath Support

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

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

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

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

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

Voice Goals – Self-Awareness and Vocal Hygiene

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Need Speech and Language Goals in Spanish?

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

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

Speech Therapy Goals that Work Regardless of Home Language

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

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

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

How Many Ideas Should a Specific Speech Goal Statement Contain?

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

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

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

IEP Goal Writing for Speech Language Pathologists

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

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

Here’s a bit more on functionality:

Writing Speech Therapy Goals Also Has to be Functional

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

Here’s the thing, though.

Speech Therapy Goals Need to Be Functional

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

Examples of Long Term Goals for Speech Therapy

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

The Impact of Good Speech Goals

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

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

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

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

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

Addressing Speech Therapy Goals Throughout Sessions

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

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

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

More Speech Therapy Goal Writing Resources:

Using the Curriculum to Formulate IEP Goals

Writing Measurable Goals

Also! Read what we wrote on  Sequencing Goals

Choose the right goals for your bilingual learners!

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

Blog Sidebar

Sign up for weekly essays to improve your SLP life and practice!

And get a complimentary continuing ed. course & e‐book on Communication Disorders.

Find us on:

Different By Design Learning

with Shawna Wingert

Speech Therapy Goals: A Step By Step Guide

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

Speech Therapy: Getting Started

Table Of Contents

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

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

How Do Speech Therapists Create Goals?

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

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

What Are The Different Types Of Speech Therapy Goals

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

• Expressive Language
• Receptive Language
• Articulation
• Social Pragmatic

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

Expressive Language Goals In Speech Therapy

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

Here are some examples of expressive language goals:

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

Receptive Language Goals

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

These are examples of receptive language goals:

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

Examples Of Articulation Goals In Speech Therapy

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

Here are examples of articulation goals in speech therapy:

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

Fluency Goals

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

Fluency goals in speech therapy include:

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

Social Pragmatic Language Goals In Speech Therapy

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

Typical social pragmatic goals include:

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

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

Examples Of Speech Therapy Goals In Practice

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

More Speech Therapy Resources

Speech Therapy For An Older Child

Speech Therapy At Home

Fig urative Language Activities

Allusion Sentence Examples And Activities

Thanks For Sharing!

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

You can find her online here at DifferentByDesignLearning.com.

Similar Posts

What I Learned When My Son Used A Wheel Chair

The day I ordered my son’s wheelchair was not a good one. Just pressing the “ship now” button made my heart hurt. After years of autism therapies and anxiety medications. After years of doctor’s appointments and educational evaluations. After years of learning everything possible about his sensory system and urgent need for tactile input. After…

The Most Difficult Lesson I’ve Had To Learn: Letting Go Is Hard To Do

“I’m stuck, Mommy!“ My youngest looked down at me from the top of the tree, paralyzed with fear, clinging to the one branch he was sure would hold him. “Honey, if you got up there, you can get back down,” I said. “No,” he cried. “You don’t understand. I can’t let go. I can’t do…

25 Ideas For Occupational Therapy At Home (sensory, fine and gross motor activities)

Can we complete occupational therapy at home? Earlier this month, my youngest son started back in occupational therapy. After one session, it was 100% clear that they were not equipped to deal with his age, nor his needs. (The short version is that it was about as appropriate for a 12-year-old boy as dropping him…

Fun And Free Typing Games: Perfect For Children With Learning Differences

I used to feel guilty about it. I used to lose sleep, worry and then worry some more because I let my boys type, rather than hand write, everything outside of actual handwriting practice and occupational therapy exercises. Over the years, I have received a lot of criticism feedback. How will they ever be able…

Why We Use Readers In Residence For More Than Just Reading

I re-read my boys’ psycho-educational evaluations last week. I wanted to remind myself, as I planned for the new school year, of how vast the asynchrony is in how they learn. Honestly, it’s easy to overlook the really off the charts categories. Like my youngest who, at eleven years old, can barely read at a…

Special Needs Motherhood: When You Have No Idea What To Do

It was a matter of days, after my oldest son’s first diagnosis, that the emails and Facebook links began pouring in. Welcome to Holland, by Emily Pearl Kingsley, is like required reading for a mom with a newly diagnosed child. I read it. I liked it. I identified with it. I nodded my head a…

How to Write Measurable and Innovative Speech Therapy Goals

• June 12, 2023

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

To sign up to receive all of my freebies, including my continuously growing goal bank, enter your info below!

Speech Therapy Goals

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

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

Speech Therapy Goals for Articulation

Below are some example goals I might write for articulation:

• By the end of this IEP cycle, STUDENT will accurately produce the following sounds: _________ in words and phrases with 80% accuracy as measured by therapy data and observations.

When working with students who have apraxia, I write my goals a little bit differently. Instead of focusing on specific sounds that I want the student to produce correctly, I might focus on placement and movement between placement at different syllable levels. Here are a couple of examples of how I might ride my apraxia goals:

• During structured therapy tasks, STUDENT will produce bilabial movement sequences given only a verbal model on 10 presentations with 70% accuracy as measured by therapy data and observation.
• During structured therapy tasks, STUDENT well accurately produced CVCVCV words (E.g., animal, tomato) with 80% accuracy as measured by therapy data and observation.
• During structured therapy tasks, STUDENT will accurately produce words with contrasting sound pairs (e.g., D/K, D/G, T/K, T/G with 80% accuracy as measured by therapy data and observation.

Progress Monitoring Speech Goals

Now, for my students with more severe articulation and/or phonological delays, that’s where it can get a little more tricky.  If I were to try to go through every single sound error in every position, it would take forever.  I also may not get great information about sound patterns and situations they may struggle/not struggle with – not to mention how incredibly frustrating it would be for the child.  For that reason, I use a quick articulation/phonological progress monitoring tool (which also doubles as a screener) to get a snapshot of the child’s overall sound errors.  It not only gives me a great place to start but also gives me a quick, visual, easy way to progress-monitor throughout the year and before IEP updates.

Speech Therapy Goals for Fluency

When writing fluency goals, I like to focus on the use of implementation of fluency strategies versus focusing on reducing the number of disfluencies in speech. I like to rate levels of success and mastery based on my students’ confidence in their speech and their ability to apply strategies on their own versus how many disfluencies they are actually producing. I would rather my student have a higher level of dysfluencies but be able to apply strategies when needed and with confidence rather than a student with fewer disfluencies, who is also less confident in their speech and/or unable to apply strategies independently.

Here are some of my example fluency goals:

• During structured therapy tasks, STUDENT will use fluency strategies (e.g., smooth speech, slow rate, full breath, etc.) and structured speaking tasks (e.g., answering questions, story retail, therapy games), with the use of visual cues and reminders, in four out of five opportunities.
• STUDENT will self-monitor his use of fluency strategies using an SLP-created rating scale in four out of five opportunities as measured by therapy data and observations.

Speech Therapy Goals for Expressive Language

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

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

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

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

Vocabulary Speech Therapy Goals

• During structured therapy tasks, STUDENT will apply an organizational strategy to provide 3 to 4 details when defining/describing presented vocabulary as measured by therapy data and/or student product.
• Given a sentence starter, STUDENT will express word relationships (e.g., category, parts of a whole, similarities/differences, color) with 80% accuracy.
• STUDENT will learn and use the following core vocabulary/classroom vocabulary (want, again, come, bad, no, help, me) using signs, approximation of signs, and/or an AAC board to indicate wants, needs, and/or action with 70% accuracy with visual, verbal and no more than 2 physical cues as measured by teacher checklists and therapy data.

Syntax Speech Therapy Goals

• STUDENT will express regular past tense verbs from pictures with 80% accuracy as measured by therapy data and observations.
• Given a sentence starter, STUDENT will describe a given picture using the appropriate subjective or objective pronoun with 85% accuracy as measured by therapy data and observations.

Pragmatic Speech Therapy Goals

I must admit, this is not my area of specialty and I am still learning A LOT.  I highly recommend looking into some resources that are available to assist in writing neurodivergent goals for Autistic students.  One example is this Goal Writing Course by Rachel Dorsey , available for ASHA CEUs.

Speech Therapy Goals – Autism

Make sure your goals are NOT focused on behaviors that may be uncomfortable for the student (e.g., eye contact) or that will force them to “fit in.”

Instead, focus on goals to help them advocate for themselves and express their needs as well as understanding a variety of communication styles and language (e.g., figurative, sarcasm, etc.).

I highly recommend following “bohospeechie” on Instagram, she shares some great information on neurodiversity and has some great sample goals like in this post here .

Speech Therapy Goals – Social Skills Group

Instead of what we would typically think of in a “social skills group,” try pairing students based on their special interests.  This will give students a comfortable environment to be themselves, and instruction can be provided about a variety of communication types/styles and students may be given a choice as to how they would like to communicate/interact.

For more information on speech therapy goals:

Grammar Goals for Speech Therapy from The Pedi Speechie

4 Goals to Target Self-Monitoring in Speech Therapy from Kiwi Speech

SMART Goal Bank: Elementary from The Speech Bubble SLP

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

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

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

hi, I'm Kendall!

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

Learn more about me and how I can help you here .

Let's Connect!

Access to the freebie library.

Your cart is currently empty.

Total: $0.00

SOAP note data made easy with this collection of pre-written goals.

Expressive Language

Articulation, receptive language, early language, social & pragmatic, syntax & grammar, activities you may like....

BUNDLE Executive Function

✨ As seen on Boom Cards Featured Bundles!

This BUNDLE of executive function cards includes problem solving stories, social stories, predicting stories, sequencing stories, and flexible thinking stories.

Multiple types of wh- questions, why and how questions, labeling exercises, multiple choice, and drag and drop categorizations   are included throughout this bundle to encourage an in depth understanding of each executive functioning skill.

⭐️ 80 Problem Solving

• Multiple choice question
• 2 labeling exercises

⭐️   52 Social Stories

• Topics of social skills to choose from (feelings, manners, listening, sharing & turns, making friends, being kind)
• Sorting exercise
• 2 wh- questions

⭐️   50 Predicting (✨ as seen on Top Premium Boom Cards ✨)

• What questions
• How questions

⭐️   50 Sequencing

• 3 different what questions per story

⭐️   40 Flexible Thinking (✨ as seen on Top Premium Boom Cards ✨)

• Why questions
• Labeling exercise

Each deck includes a teaching slide and visual to help your students better understand executive function skills before practicing! 

CLICK HERE for Boom Cards Preview.

To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for modern Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with "Fast Pins," (a form of play that gives instant feedback to students for self-grading Boom Cards). For assignment options that report student progress back to you, you will need to purchase a premium account.If you are new to Boom Learning, you will be offered a free trial of our premium account.Read here for details: http://bit.ly/BoomTrial .

Wh- Questions & Short Stories

15 short stories to target wh- questions, auditory comprehension, reading comprehension, recall, and more!

Multiple levels of difficulty, including both shorter and longer paragraphs for a variety of length and detail in the stories.

✨ As featured on Boom Cards Top Premium Decks ✨

⭐ Wh- Questions in Short Stories

• 15 Paragraph Short Stories
• 6 Wh- Questions for every story
• Stories are 4-9 sentences in length
• What, where, who, when, why, and how questions for every story

BUNDLE for Wh- Questions also available in Shine Speech Activities shop , which includes short stories and sentences!

CLICK HERE for Boom Cards Preview .

*This product contains the same activities as the PDF version. If you would like the PDF version, view   Wh- Questions & Short Stories, Auditory Comprehension .

To use Boom Cards, you   must   be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for modern Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with "Fast Pins," (a form of play that gives instant feedback to students for self-grading Boom Cards). For assignment options that report student progress back to you, you will need to purchase a premium account.   If you are new to Boom Learning, you will be offered a free trial of our premium account.   Read here for details:   http://bit.ly/BoomTrial .

Sentence Comprehension & Language Comprehension

Improve sentence comprehension, language and reading comprehension, and picture comprehension with 4 activities and over 125 prompts for speech therapy or classrooms! Target comprehending, receptive language, and more.

This resource includes   4 different ways to practice sentence comprehension , including wh questions, pictures, fill in the blanks, and more. Real photos are included in this resource.

⭐️ Sentence Comprehension:

• 40 sentence comprehension task cards with 3 questions each
• 30 real photo sentence comprehension prompts
• 30 multiple choice reading comprehension activities
• 30 fill in the blank language comprehension prompts

⭐️   Targeted Skills:

• Improve sentence comprehension skills
• Increase receptive and expressive language abilities
• Expand skills for understanding sentences and pictures

Story Builders & Create A Story

Improve creative writing with these narrative and short story prompts! This set of   70 short story builders   comes with character, location, event and time learning targets.

Help your students improve their stories and increase their creative narrative skills. There is space for students to type or write their stories, as well as an organizing task for story parts. 

Your students will have all the tools they need to create unique and imaginative stories!

⭐️ Includes:

• 70 story builders
• 3 practice levels
• A combination of who (character), where (location), what (event) and when (time) story part targets
• 36 story builders that include 2 story parts
• 20 story builders that include 3 story parts
• 14 story builders that include 4 story parts
• Story parts organizing task with pictures
• Space for creative writing and narrative generation
• Instructions on each page 

⭐️ Teaching slides:

• In depth information about the 4 included story parts
• Descriptions
• Picture matching activities 

Save your time and energy, this set is NO PREP! Includes everything you need to elicit creative, engaging stories from your students.

Perfect for SLPs, teachers, or parents looking to expand language or writing in a fun and creative way!

Made with love in Austin, Texas

© 2020 Shine Speech Activities

Product Added To Your Cart

There are 0 Items In Your Cart

Total Price: $0.00

Compare Product

How to Write Speech Therapy Goals

Speech therapy goals are incredibly important! They are what we (as SLPs) write as a way to outline who, what, when, and how we will target speech-language objectives with our clients. We shared our step-by-step goal development framework - helpful for both clinicians and caregivers!

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

Save time creating goals with over THOUSANDS of possible goal combinations. Select your own combination of DO + CONDITION + CRITERION (and consistency) statements to develop personalized and measurable goals for your caseload. Scroll to the bottom to find many more (free) goal banks!

For many speech-language pathologists (myself included), it is that time of year again! Time to write goals for our students’ Individualized Education Programs (IEPs) .

Maybe you are working in a private practice and just received a new client on your caseload. Or maybe you are a graduate student who is writing goals for your first client in your university clinic. Regardless, it is an essential piece of what we do and is the foundation for the way we target our clinical objectives.

Parents - listen up! Learning about speech therapy goals isn’t just for clinicians. We want this to be helpful for you too. The better your child’s speech therapy goals are written, the clearer the expectation for skill development is. What does that mean? Well, their goals should explicitly outline the skill area that should be worked on and exactly how it will be worked on. Goals hold everyone on the client’s team ACCOUNTABLE!

Any who, this daunting saga of goal writing usually occurs in the spring so that clinicians have adequate time to deliver informal/formal language assessments, observations, etc. before the school year concludes. This process of gathering information is very important so that clinicians have accumulated enough evidence-based data for your goal framework. It usually looks like this:

Talk to the people who matter to the client

The best way to look at it is to think about who truly knows the child. Who can deliver the most accurate information to give you the best “picture” of their skills? The parents/caregivers may be the most important persons you speak with during this process. Parents may also request areas that they would like to see their child work on; areas that we may not know should require intervention because it is a home-based skill (e.g., sequencing the steps for brushing teeth).

In a school setting, the classroom teacher and other related service professionals who treat the child are important individuals to talk to as well. Usually, they are the people who spend the most time with the child at school and can provide a broader picture of the child’s skills across a school day. Not every SLP can always be hands-on in the classroom; so a teacher may share that [client] has difficulty initiating play attempts with their classmate. Another example may be that the client demonstrates an inconsistent vocal volume when talking to different communication partners.

Look at the client’s skills as a whole

It is important to really stop and think about the client’s long-term goals (if they have them from years past) and assess where they are relative to those goals. From there, what areas still need to be targeted? What skills have already been mastered? Have these mastered skills been maintained? Should they be modified, removed, or, are there goals to be added?

Other alternatives to IEPs include transition plans (commonly seen with adolescents in special education settings) and care plans (commonly seen with adults in medical/skilled nursing facilities) are documents to consider as well. Speech therapy goals should be tailored to meet the objectives within these plans, as these are documents that often outline what exactly the individual has to work on to transition to the next phase of their life.

Select formal/informal assessment measures

Remember how talking to the caregiver/parents are important? Well, that’s when informal assessments, like questionnaires and clinical observations, come into play. Questionnaires may not provide the same level of data as some formal assessment measures may, but they can highlight areas of concern that come directly from a familiar source. Observations are valuable because it allows clinicians to examine the client’s speech/language skills in natural and less contrived contexts, such as with individuals the client may communicate with most (e.g., siblings/caregivers).

It is important for clinicians to select the most appropriate assessments...based on the information you have gathered about the client. Maybe a screener was delivered prior to determining what areas required further assessment are needed to further assess. So if a screener/language sample does not indicate articulation errors, there’s likely no need to do a full speech sound assessment. A mix of informal and formal assessment measures (if possible) will give you a wide breadth of information to base your goals off of (remember: your goals should always be evidence-based!).

Gather and synthesize information

This is the time when you analyze all of the data you have collected and determine the client's relative strengths and areas of concern. What are your most important findings? What are some goals they could make progress towards?  Spoiler: you can’t target everything ! So, prioritize the areas of concern. Consider some of our above points - e.g., what findings align/best support the client’s transition plan? Is it more functional for your 18-year-old client to work on producing /th/ in the final position of words or follow multi-step directions in a vocationally-based setting?

You also want to think about a reasonable amount of goals your client can master/achieve progress within the allotted time frame. For school-based IEP goals, they are written to be measured across a year span. For more medically-based settings, they may be written to be measured for as little as a few days or maybe across several weeks. It would likely be very difficult for anyone to master 20 different goals in an 8-week time frame!

Okay, we are FINALLY here! Once you have gone through each step in the framework, you are ready to write goals! That can seem like a lot on your plate when you have a tremendous amount of clients to cover. Well, we are here to make that step a little easier - we present to you  our SLP goal writing formula:

• DO statement
• CONDITION statement
• CRITERION statement

DO STATEMENT

This is what the client is actually going to DO. Be very clear with this piece. What is the flat-out skill you want the client to achieve? Okay, great. Now think about if it is something that does/does not need to be quantified/specified. You may want to specify a goal if you think that it is overreaching for the client to follow every single multi-step direction presented to them, with independence. Perhaps following 5 is more achievable in the year span in which the goal will be targeted.

-Example #1: [Client] will follow ___ multi-step directions

-Example #2: [Client] will eliminate the phonological process [list phonological process]

-Example #3: [Client] will navigate to ___ novel pages within his AAC device

CONDITION STATEMENT

Where/within what context is your client going to work on this goal? Is it a skill you want the child to work on in a structured setting first and then in more natural settings? During mealtimes? In a certain position of a word? Or is it something he should master across different contexts? Think clearly about the specificity of this piece; sometimes broader (e.g., “structured”) can be better for targeting purposes, in the event that a client-specific setting no longer prevents itself as available.

-Example #1: with familiar/unfamiliar communication partner

-Example #2: at the single word level

-Example #3: in a structured/unstructured setting

Note : Depending on the provider facility, some may permit prompts to be written within the goal. In that case, this may be something to add to your condition statement. Prompts may be appropriate if you do not see the client achieving the goal with entire independence, but it remains an important skill to work on.

-Example WITH prompts: during a structured activity, given phonemic prompts

CRITERION STATEMENT

This is one of the MOST important pieces of goal writing because this is where you add the measurable aspect. Goals. Should. Always. Be. Measurable. If they are not measurable, there is no way to indicate that there has been an increase in performance. In your head, you should have a baseline (present level of performance) as to where the client is currently at with the skill, followed by what level you think they can get to. Do NOT write a goal that you are confident that the client will not achieve. Why? Because goals are meant to be realistic and attainable (or at minimum show increased performance towards the skill) with proper intervention.

-Example #1: within 3 out of 4 opportunities

-Example #2: with 90% accuracy

-Example #3: in 9 out of 10 trials

DO + CONDITION + CRITERION

-Example #1: [Client] will follow 5 multi-step directions, when delivered by an unfamiliar communication partner, within 3 out of 4 opportunities.

-Example #2: [Client] will eliminate the phonological process stopping, at the single word level, with 90% accuracy.

-Example #3: [Client] will navigate to novel pages within his AAC device, in a structured setting, in 9 out of 10 trials.

-Example WITH prompts: [Client] will label 15 common objects during a structured activity, given phonemic prompts, with 90% independence.    

There you have it, the "formal,” if you will, steps to writing speech therapy goals. It’s also key to remember that a goal really isn’t “mastered” unless the performance is consistent over time. You may see a caveat to goals that may say something like, [goal] across 3 consecutive sessions . AKA, the goal is mastered when the client can meet the criterion (e.g., 90% accuracy) across 3 sessions.

Happy writing!

Find goal banks for many areas of speech and language!

• How to Write AAC Goals
• How to Write Aphasia Goals
• How to Write Articulation Goals
• How to Write Cluttering Goals
• How to Write Early Intervention Goals
• How to Write Executive Functions Goals
• How to Write Expressive Language Goals
• How to Write Figurative Language Goals
• How to Write Fluency (Stuttering) Goals
• How to Write Phonological Awareness Goals
• How to Write Play Skills Goals
• How to Write Pragmatic Language Goals
• How to Write Receptive Language Goals
• How to Write Self-Determination Goals
• How to Write Voice (Pediatric) Goals

You might also like

WH Questions for Speech Therapy: How to Target

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

How to Write Stuttering Goals [with goal bank]

10 Easy Spring-Themed Activities for Speech Therapy

Spring Short Stories with WH Comprehension Questions

Subscribe to new posts., subscribe to be notified of new content and support communication community, help keep this site independent..

Join Pilot Waitlist

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

Understanding IEP Goals in Speech Therapy: A Comprehensive Guide

Key takeaways.

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

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

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

What are IEP goals?

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

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

Components of effective IEP goals in speech therapy

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

1. Specificity and clarity

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

2. Measurability and observable criteria

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

3. Relevance and functional applicability

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

4. Realistic and achievable expectations

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

5. Timeframe and progress monitoring

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

Types of IEP goals in speech therapy

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

A. Language goals

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

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

B. Articulation and phonology goals

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

C. Fluency goals

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

D. Voice goals

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

Writing IEP goals in speech therapy

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

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

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

B. Considering the student’s strengths and weaknesses

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

C. Using the SMART framework for goal writing

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

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

Monitoring and evaluating progress towards IEP goals

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

A. Collecting data and tracking progress

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

B. Regular communication and collaboration with the SLP

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

C. Modifying goals as needed

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

Tips for parents and caregivers

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

A. Understanding the IEP process

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

B. Advocating for appropriate and meaningful goals

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

C. Supporting speech therapy at home

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

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

Looking for More Information on How to Understand and Set Effective IEP Goals in Speech Therapy?

Start your Everyday Speech Free trial here to access a wide range of resources and materials to support social emotional learning and communication skills development.

Related Blog Posts:

Pragmatic language: enhancing social skills for meaningful interactions.

Pragmatic Language: Enhancing Social Skills for Meaningful Interactions Pragmatic Language: Enhancing Social Skills for Meaningful Interactions Introduction: Social skills play a crucial role in our daily interactions. They enable us to navigate social situations,...

Preparing for Success: Enhancing Social Communication in Grade 12

Preparing for Success: Enhancing Social Communication in Grade 12 Key Takeaways Strong social communication skills are crucial for academic success and building meaningful relationships in Grade 12. Social communication includes verbal and non-verbal communication,...

Preparing for Success: Enhancing Social Communication in Grade 12 Preparing for Success: Enhancing Social Communication in Grade 12 As students enter Grade 12, they are on the cusp of adulthood and preparing for the next chapter of their lives. While academic success...

FREE MATERIALS

Better doesn’t have to be harder, social skills lessons students actually enjoy.

Be the best educator you can be with no extra prep time needed. Sign up to get access to free samples from the best Social Skills and Social-Emotional educational platform.

Get Started Instantly for Free

Complete guided therapy.

The subscription associated with this email has been cancelled and is no longer active. To reactivate your subscription, please log in.

If you would like to make changes to your account, please log in using the button below and navigate to the settings page. If you’ve forgotten your password, you can reset it using the button below.

Unfortunately it looks like we’re not able to create your subscription at this time. Please contact support to have the issue resolved. We apologize for the inconvenience. Error: Web signup - customer email already exists

Welcome back! The subscription associated with this email was previously cancelled, but don’t fret! We make it easy to reactivate your subscription and pick up right where you left off. Note that subscription reactivations aren't eligible for free trials, but your purchase is protected by a 30 day money back guarantee. Let us know anytime within 30 days if you aren’t satisfied and we'll send you a full refund, no questions asked. Please press ‘Continue’ to enter your payment details and reactivate your subscription

Notice About Our SEL Curriculum

Our SEL Curriculum is currently in a soft product launch stage and is only available by Site License. A Site License is currently defined as a school-building minimum or a minimum cost of $3,000 for the first year of use. Individual SEL Curriculum licenses are not currently available based on the current version of this product.

By clicking continue below, you understand that access to our SEL curriculum is currently limited to the terms above.

R Goal bank

These goals are intended to serve as ideas so you’re not recreating the wheel. For more information on how to structure your goal, please refer to this  ASHA article  as well as any guidelines set by your employer/supervisor.

• will accurately judge the accuracy of other’s production of R words (correct/incorrect) 
• will accurately self-rate productions of R
• will participate in self-rating productions of R words
• will describe the anatomy of the mouth/articulators 
• will describe appropriate tongue placement for R
• will identify the beginning sound of R, L, W words 
• will correct instances of gliding within a structured activity 
• will reduce instances of gliding to # or fewer (allowing for self-correction) in a session
• will participate in growth mindset activities/discussions
• will follow verbal commands for phonetic placement
• will accurately achieve placement for R
• will achieve an approximation of appropriate tongue/lip/jaw placement for the R sound 
• will produce an R approximation they self-rate as (#) or above on a scale of (#) to (#)
• will participate in self-rating productions of R
• will produce one variation of R at word level 
• will produce one variation of R
• will produce “ER” in isolation 
• will produce final R in words/phrases/sentences
• will produce “postvocalic R + consonant” in words/phrases/sentences
• will accurately produce every variation of intervocalic R in words/phrases/sentences
• will accurately produce every variation of vocalic R in words/phrases/sentences
• will produce 3 variations of vocalic R in words/phrases/sentences
• will produce initial R in words/phrases/sentences
• will produce R blends in words/phrases/sentences
• will produce TR/DR in words/phrases/sentences
• will produce PR/BR in words/phrases/sentences
• will produce CR/GR in words/phrases/sentences
• will produce RL blends in words/phrases/sentences
• will produce recurring R in words/phrases/sentences
• will correctly produce R words when reading out loud
• will correctly produce R words during structured conversation
• will correctly produce R words in structured activity with  time constraint
• will complete a speech therapy session with no more than # R errors
• will report on home carryover
• will report on home program follow-through 
• will use R in X setting
• will use R with X (friend/family member)
• will complete daily log of self-reflection on R usage throughout their day

Want more free resources?

Join the vips to access your free library, have an idea to add, i want to hear it.

Send me an email at [email protected]

© Copyright Speechy Things, LLC. 2023 | All Right Reserved Privacy Po licy | Terms of Use

Search SpeechyThings.com

Looking for something specific, or click a category to get started, free resource library, r goal bank, r sound cue database, consultations, therapy services, contact & faqs.

What Is Speech Therapy?

Speech therapy is a form of healthcare that helps improve communication and speech. It can also help improve swallowing function and other behaviors related to feeding.

About one in 12 children in the United States has a speech or swallowing disorder. Disorders are most common in young children, but many adults have a related condition. For example, about one million adults in the United States have aphasia (difficulty expressing or comprehending written and verbal language).

Speech therapists (STs) or speech-language pathologists (SLPs) assess and treat people of all ages. They use various techniques to help people with challenges related to speech production, language comprehension, hearing, voice quality, fluency, and swallowing. 

What Does Speech Therapy Treat?

Speech therapy treats various disorders involving hearing, speech, language, literacy, social communication, voice quality, executive functioning (for example, memory and problem-solving), feeding, and swallowing.

Specific speech disorders include:

• Articulation disorders: Difficulty pronouncing words or sounds such as the “s” sound (for example, saying “thun” rather than “sun”). This can occur during childhood language development or with structural problems like tongue-tie. A tongue tie is when a small band of skin connects the tip of the tongue to the bottom of the mouth. It is congenital, meaning it's present at birth.
• Dysarthria: Slow, slurred, or unclear speech. This occurs with oral (mouth) muscle control decline due to neurological conditions (related to the brain or nervous system), such as multiple sclerosis (MS) —a condition that occurs when the immune system attacks myelin, the covering wrapped around nerve cells.
• Apraxia: Knowing what you want to say but having difficulty producing the correct sounds or words. Apraxia can cause slow, error-prone speech or the need to intentionally move your tongue and lips in order to produce sounds and words. Apraxia can be present at birth, but it can also occur as a result of brain injuries, brain tumors , or a stroke .
• Fluency disorders: Speech flow disruptions like stuttering. Stuttering is experiencing interruptions in speech and repeating sounds, syllables, or words. Researchers are still exploring possible causes of dysfluency, but they seem to include genetics, developmental components, neurological factors (how the brain processes), and brain injury. Many children outgrow fluency disorders, but they can persist into adulthood.
• Voice disorders: Vocal cord spasming (choppy voice), hoarseness, pitch problems, or voice fatigue are examples of voice disorders. This can result from infection, overusing the vocal cords, or neurological disorders. 

Language or communication disorders include:

• Aphasia : Aphasia is a language disorder in which you have difficulty expressing or comprehending written and verbal language. Receptive aphasia is difficulty understanding written or verbal words. Expressive aphasia is difficulty communicating thoughts and ideas with language components like vocabulary, grammar, and sentence formation. Aphasia can occur with childhood development, language impairment, autism spectrum disorder (ASD), brain injury, or neurological disorders.
• Pragmatic language disorder: This relates to social communication. Signs include misunderstanding social cues like eye contact, body language, and personal space. It can occur during childhood development or with underlying neurodivergence (brain variation), such as autism spectrum disorder (ASD) , a brain development condition that affects how a person perceives and socializes with other people.
• Accent or tone: While this is not a disorder, speech therapists can also work with people who wish to modify their accent or an unusual speech rhythm, pitch, or tone. For example, a high-pitched, sing-song, or robotic tone can occur with ASD.
• Executive functioning: Executive functioning challenges include difficulty with memory, planning, organization, problem-solving, and attention. This can occur due to brain injuries or conditions like ASD and attention-deficit hyperactivity disorder (ADHD) , a neurodevelopmental disorder characterized by inattention (being distracted), hyperactivity (feeling restless), and impulsivity (making hasty decisions).
• Auditory processing disorder: This is a neurological condition that makes it difficult to make sense of sounds. 

Feeding and swallowing disorders affect how you suck, chew, and swallow food and drinks. Difficulty swallowing is also known as dysphagia , which can result in choking during meals—and lung infections if food or liquid enters the airways. It can occur with structural abnormalities, muscular weakness, or neurological conditions like a stroke. 

Related: Rediscover Sound: The Best Hearing Aids for Improved Quality of Life

How Does Speech Therapy Work?

Speech therapy involves techniques like language practice, pronunciation exercises, voice therapy, and swallowing exercises. It begins with a thorough assessment, including observation of communication strategies, challenges, and frustrations.

Speech therapy for infants, toddlers, and children involves fun and engaging activities like play, language exercises, reading, picture cards, and modeling correct sounds. This helps make learning more enjoyable. 

Parents or caregivers often attend sessions and learn ways to support children at home. The ST or SLP will tailor the treatment plan to the child’s developmental stage. Early recognition and intervention (treatment) can help improve outcomes.

With adults, the ST or SLP will begin with an assessment to identify specific challenges. They will then create a specific care plan that addresses underlying concerns such as:

• Medical conditions
• Accent modification
• Voice challenges
• Pronunciation
• Conversational language
• Problem-solving
• Memory exercises

What To Expect During Speech Therapy

Speech therapy can occur in a class, small group, online, or one-on-one. Speech therapists typically assign exercises to practice at home in order to reinforce what you learn. Activities might include:

• Vocal warm-ups like humming 
• Tongue twisters to improve articulation
• Breaking words into syllables to improve clarity
• Contrasting word exercises—for example, "ship" versus "sheep"
• “Pausing” practice (for stuttering)
• Repetition after listening to a native speaker 
• Repetition exercises for sounds like “s” 
• Speech rate control—for example, by tapping hands to a beat
• Pitch exercises
• Breathing and posture exercises

Receptive language exercises include:

• Memory or problem-solving exercises
• Reading comprehension (similar to a book report)
• Speech supplementation (written, gestural, voice amplifier, speech-generating devices)
• Word association
• Communication partner exercises, such as practicing eye contact and active listening

Exercises for swallowing and feeding include:

• Diet modification (pureed to solid foods)
• Oral muscle strengthening (like tongue “push-ups”)
• Swallowing exercises

Benefits of Speech Therapy

One of the main goals of speech therapy is to enhance a person’s ability to express thoughts, ideas, and emotions effectively. This can lead to a greater sense of self-expression, meaningful interactions with others, and less frustration. Other benefits include:

• Greater self-confidence: Gaining more control over language and communication can increase confidence and boost self-esteem. As a result, you might be more willing and excited to engage in social activities. 
• Improved academic or professional performance: Clear speech and language can lead to enhanced skills in comprehension, reading, and writing. This can support academic success. Better articulation, language, and presentation abilities can help with career development.
• Greater independence: Speech therapy can lead to greater self-reliance, especially if you have severe communication challenges. For example, augmented and alternative communication (AAC) methods , such as speech-generating devices (SGDs), can allow you to express yourself more independently.

How Successful Is Speech Therapy?

Speech therapy's “success” depends on your goals. The meaning of success can vary based on your underlying communication or medical condition and its severity, as well as your motivation and commitment to therapy, the therapist's expertise, and your support systems. The time it takes to reach your goals also varies based on underlying factors like these.

For example, you may define success as improved pronunciation, or you may work towards more effective communication, more skilled accent modification, or swallowing without choking. If you stutter, your goal might be improved fluency or feeling more comfortable communicating openly with a stutter. For most people, what’s most important is to set realistic expectations and recognize that any improvement in communication is a success.

How To Find a Speech Therapist

A qualified speech therapist or speech-language pathologist holds a master's degree in speech-language pathology and state licensure to practice in your area. You can find speech therapists in settings like:

• Home health agencies
• Rehabilitation centers
• Private practice
• Telehealth (online)

You can also ask for recommendations from healthcare providers or school personnel who may know local speech therapists. The American Speech-Language-Hearing Association (ASHA) also offers an online directory of certified speech therapies to help you locate someone in your area.

Check with your health insurance provider to see if they cover speech therapy. They can provide you with information about your co-payments and deductibles. If your insurance doesn't cover the cost, the clinic or speech therapist may offer payment plans. Some children may also qualify for:

• Individualized education programs (IEPs) that cover speech therapy costs as a service from the school district
• Early intervention (EI) or Preschool on Preschool Special Education (CPSE) programs for infants and toddlers for little or no cost to families
• State and federal programs, like Medicaid
• Financial assistance programs from non-profit and advocate organizations

A Quick Review

Speech therapy is a specialized healthcare field in which trained professionals help improve speech, language, hearing, swallowing, and feeding for people of all ages. Speech therapists (STs) and speech-language pathologists (SLPs) thoroughly assess and develop specific treatment plans for a wide range of conditions including difficulty communicating or processing language, stuttering, and voice disorders.

Speech therapy takes place in locations like schools, hospitals, and private practice. It can be one-on-one or in a group setting. Success depends on underlying factors such as the severity of the condition. It also depends on personal goals and your definition of success—which can vary widely from person to person.

Many people who have speech therapy experience powerful benefits that affect them in nearly every aspect of life, including greater self-confidence and self-reliance.

For more Health.com news, make sure to sign up for our newsletter!

Read the original article on Health.com .

Skip to Content

• Speech and Language Services

Evaluation and therapy services are available for a variety of communication needs including:

• Speech and Articulation
• Apraxia of Speech
• Speech Accent Modification/Dialect Training
• Gender-Affirming Voice and Communication 

Language & Cognition

• Language Delay and Disorders
• Language Learning Literacy
• Neurodevelopmental Disorders and Differences
• Social Communication
• Cognitive Communication 
• Concussion/Traumatic Brain Injury 
• Augmentative and Alternative Communication (AAC)
• CU Speech, Language and Hearing Clinic (SLHC)
• Audiology Services
• Child Learning Center (CLC)
• AAC Outreach Project
• Observations

• What's Happening Here?
• Departments & Units
• Academic Programs
• How To Apply
• Financial Wellness
• CHS Global Initiatives
• Health Education Building
• Active Research Funding
• Undergraduate Research
• Centers and Institutes
• Samaritans Touch
• CSD Academic Clinic
• Voice and Swallow Clinic
• Runner’s Clinic
• UK Pediatric Therapies
• Dean's Messages
• Programming
• Diversity Healthcare Program
• DEI Program Grant
• Online Order Forms
• Business/HR Forms
• Submit Feedback to Staff Council
• Helpdesk Request
• IT Tutorials
• New Publication Request
• Branding Resources
• Graphic Design Request
• Faculty Handbook
• Faculty Council
• Order CHS Apparel
• Compliance and Standards
• Education Abroad
• Student Leadership and Involvement
• Graduate/Professional Student Resources
• Other Resources
• Office of the Dean
• Office of Academic Affairs & Undergraduate Education
• Office of Advancement
• Office of Assessment
• Creative Services
• Office of Faculty Advancement and Clinical Engagement
• Office of Finance and Administration
• Office of Student Affairs
• Office of Technology Services
• Research & Scholarship Support Program
• External Grant Proposal Review Program
• Faculty Toolkit for Undergraduate Research
• Preceptor Resources
• Photo Galleries
• Gateway Magazine
• The Way Podcast
• Hall of Fame Inductees
• Alumni Info Update
• Class Notes
• Opportunities to Give
• Ways to Give
• Advancement Council
• Emeritus Faculty
• Organizational Chart

Physical Therapy, Speech Language Pathology ranked among nation’s top graduate departments

By Ryan Clark CHS Communications Director

Two graduate departments in the College of Health Sciences have been recognized as being among the nation’s best by U.S. News & World Report , the publication announced this week.

The rankings allow the programs to display U.S. News-trademarked Best Graduate Schools award “badges” on websites, advertisements, and other media for promotion.

“A U.S. News badge is widely recognized as a symbol of excellence in education,” said Mark W. White, vice president of U.S. News & World Report .

The results reflect the new survey-based rankings for 12 disciplines that are based solely on surveys of peer academic leaders — Public Affairs, Public Health, Social Work, Audiology, Clinical Psychology, Nursing Anesthesia, Nursing Midwifery, Occupational Therapy, Pharmacy, Physical Therapy, Speech Language Pathology and Computer Science.

Patrick Pabian, PT, DPT, PhD and department chair of Physical Therapy, noted the department’s graduate ranking has moved up four spots from No. 25 from the last cycle four years ago.

“Moving up in these rankings just shows the dedication and talent of the people in our department,” he said. “Congratulations to all for this recognition — the hard work is felt every day by our students and our community.”

Anne Olson, PhD and department chair of Communication Sciences and Disorders, said it is an honor to be featured among the nation’s best graduate Speech Language Pathology programs. In the last cycle, the program was rated No. 46.

“We are really pleased about the recognition of our Speech Language Pathology program!” she said. “We believe that this improved ranking reflects all of the hard work that goes on day in and day out in relation to teaching our students, supervising them as they gain new knowledge and skills, investigating new ideas and serving clients with communication and swallowing disorders. Kudos to all faculty and staff in our department. They are the best!” 

Taking a deeper look at the numbers, Physical Therapy ranked 21st out of 245 national programs, which places them in the top 9 percent of all institutions. Speech Language Pathology was 39th out of 280, which places them in the top 14 percent.

Scott Lephart, PhD and Dean of the College of Health Sciences, said the new rankings are another reflection of the CHS commitment to the Commonwealth and its communities.

“Well done to all — this accomplishment again illustrates how our departments and programs are making a difference,” Lephart said. “To be among the best in the country means we are doing our jobs to educate the next generation of healthcare specialists — and that results in a healthier world for everyone. We will continue to move forward with this as our goal.”

The U.S. News & World Report 2024 Best Graduate Schools rankings are published on  www.usnews.com/grad .

College of Health Sciences | 900 South Limestone | University of Kentucky | Phone - (859) 323-1100 |

• © University of Kentucky
• An Equal Opportunity University
• Accreditation

Communication Sciences and Disorders

Us news & world report ranks iowa audiology, speech-language pathology among the top in the nation.

Two UIowa programs in the Department of Communication Sciences and Disorders (CSD) are once again recognized among the best in their field according to the U.S. News & World Report Best Graduate Schools rankings for 2024 .  

Iowa’s audiology program is again ranked second best in the nation and remains the top public institution training audiologists. The speech-language pathology program climbed in the rankings to fifth and is now the third-ranked public institution. CSD is housed in the College of Liberal Arts and Sciences.   

New rankings of nation-wide  Audiology and  Speech-Language Pathology graduate programs is available on the USNWR website.

“We are focused on training outstanding audiologists and speech-language pathologists,” said Eric Hunter , DEO and Harriet B. and Harold S. Brady Chair in Liberal Arts and Sciences. “These rankings recognize the daily efforts of our remarkable faculty and staff, who consistently strive to provide exceptional education to our students.”  

“Together, we are shaping the future of audiology and speech-language pathology, and we will continue to lead the way in delivering excellence,” Hunter added.  

Hunter, who has been at Iowa since August 2023 and is a nationally recognized expert in the field, was the first hire under the University of Iowa’s Transformational Faculty Hiring Program, which is aimed at attracting world-class faculty to strategic programs and areas of excellence. He received a PhD from Iowa’s Department of Communication Sciences and Disorders program in 2001.  

Iowa has long been a leader in communication sciences and disorders dating back to 1897, when the university, led by Carl Seashore’s pioneering work, developed speech pathology as a discipline of study.  

“CLAS is proud of our faculty and staff who continue to guide this storied program into the future,” said Dean Sara Sanders. “Because of their tremendous talent and dedication to their research and teaching, CSD continues to be at the forefront of audiology and speech-language pathology.”   

The university, college, and department continue to lead, ensuring students access to unparalleled opportunities. Construction has started on a new $249 million building that will provide a state-of-the-art learning space for Iowa students studying in the Department of Communication Sciences and Disorders, Department of Health and Human Physiology, and the Carver College of Medicine’s Department of Physical Therapy and Rehabilitation Science.  

Substantial completion of the building is anticipated in 2025.  

NOTICE: The University of Iowa Center for Advancement is an operational name for the State University of Iowa Foundation, an independent, Iowa nonprofit corporation organized as a 501(c)(3) tax-exempt, publicly supported charitable entity working to advance the University of Iowa. Please review its full disclosure statement.

• Mobile Site
• Staff Directory
• Advertise with Ars

Filter by topic

• Biz & IT
• Gaming & Culture

Front page layout

Brilliance or Madness? —

Elon musk just gave another mars speech—this time the vision seems tangible, "these are unthinkable numbers, but we’re not breaking any physics to achieve this.".

Eric Berger - Apr 8, 2024 3:04 pm UTC

Elon Musk has been talking publicly about his sweeping vision for Mars settlement for nearly eight years now, dating to a speech in Guadalajara, Mexico, in September 2016.

This weekend, at SpaceX's Starbase facility in South Texas, Musk once again took up the mantle of his "making life multiplanetary" cause. Addressing employees at the location of the company's Starship factory, Musk spoke about the "high urgency" needed to extend the "light of consciousness" beyond Earth. That is not because humanity's home planet is a lost cause or should not be preserved. Rather, Musk said, he does not want humanity to remain a one-planet civilization that will, inevitably, face some calamity that will end the species.

All of this is fairly familiar territory for spaceflight enthusiasts—and observers of Musk. But during the last eight years he has become an increasingly controversial and polarizing figure. Based on his behavior, many people will dismiss Musk's Mars comments as those of a megalomaniac. At least in regard to spaceflight, however, that would be wrong. Musk's multiplanetary ambitions today are more credible because SpaceX has taken steps toward doing what he said the company would do.

SpaceX has real hardware today and has completed three test flights. A fourth is possible next month.

"It’s surreal, but it’s real," Musk said this weekend, describing the audacious Mars vision.

The booster and ship

As part of his 45-minute speech, Musk spoke about the booster for Starship, the upper stage, and the company's plans to ultimately deliver millions of tons of cargo to Mars for a self-sustaining civilization.

If thousands of launches seem impossible, Musk noted that SpaceX has now completed 327 successful Falcon launches and that 80 percent of those have involved used boosters. This year, he said, SpaceX will launch about 90 percent of the mass sent into orbit from the planet. China will launch about 6 percent, he added, with the remainder of the world accounting for the other 4 percent.

"That’s very much a success-oriented schedule, but it is within the realm of possibility," Musk said. With multiple test flights occurring this year, Musk said the odds of catching the booster with the launch tower this year are 80 to 90 percent.

It will take longer to land and begin reusing Starship's upper stage, which must survive the fiery reentry through Earth's atmosphere. This vehicle broke apart and burned up during its attempt to return through the atmosphere during a flight test in March. On the next flight, Musk said, the goal for Starship's upper stage is to survive this heating and make a controlled landing in the ocean. At some point this year, he expects SpaceX to achieve this milestone and then begin landing Starships back in Texas next year.

reader comments

Channel ars technica.

Turn Your Curiosity Into Discovery

Latest facts.

Follistatin344 Peptide Considerations

Approach for Using 5 Tips To Help You Write Your Dissertation

40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Was this page helpful?

Our commitment to delivering trustworthy and engaging content is at the heart of what we do. Each fact on our site is contributed by real users like you, bringing a wealth of diverse insights and information. To ensure the highest standards of accuracy and reliability, our dedicated editors meticulously review each submission. This process guarantees that the facts we share are not only fascinating but also credible. Trust in our commitment to quality and authenticity as you explore and learn with us.

Share this Fact:

For the first time Rosatom Fuel Division supplied fresh nuclear fuel to the world’s only floating nuclear cogeneration plant in the Arctic

The fuel was supplied to the northernmost town of Russia along the Northern Sea Route.

The first in the history of the power plant refueling, that is, the replacement of spent nuclear fuel with fresh one, is planned to begin before 2024. The manufacturer of nuclear fuel for all Russian nuclear icebreakers, as well as the Akademik Lomonosov FNPP, is Machinery Manufacturing Plant, Joint-Stock Company (MSZ JSC), a company of Rosatom Fuel Company TVEL that is based in Elektrostal, Moscow Region.

The FNPP includes two KLT-40S reactors of the icebreaking type. Unlike convenient ground-based large reactors (that require partial replacement of fuel rods once every 12-18 months), in the case of these reactors, the refueling takes place once every few years and includes unloading of the entire reactor core and loading of fresh fuel into the reactor.

The cores of KLT-40 reactors of the Akademik Lomonosov floating power unit have a number of advantages compared to the reference ones: a cassette core was used for the first time in the history of the unit, which made it possible to increase the fuel energy resource to 3-3.5 years between refuelings, and also reduce the fuel component of the electricity cost by one and a half times. The FNPP operating experience formed the basis for the designs of reactors for nuclear icebreakers of the newest series 22220. Three such icebreakers have been launched by now.

For the first time the power units of the Akademik Lomonosov floating nuclear power plant were connected to the grid in December 2019, and put into commercial operation in May 2020. The supply of nuclear fuel from Elektrostal to Pevek and its loading into the second reactor is planned for 2024. The total power of the Akademik Lomonosov FNPP, supplied to the coastal grid of Pevek without thermal energy consumption on shore, is about 76 MW, being about 44 MW in the maximum thermal power supply mode. The FNPP generated 194 million kWh according to the results of 2023. The population of Pevek is just a little more than 4 thousand, while the FNPP has a potential for supplying electricity to a city with a population of up to 100 thousand people. After the FNPP commissioning two goals were achieved. These include first of all the replacement of the retiring capacities of the Bilibino NPP, which has been operating since 1974, as well as the Chaunskaya TPP, which has already been operating for more than 70 years. Secondly, energy is supplied to the main mining companies in western Chukotka in the Chaun-Bilibino energy hub a large ore and metal cluster, including gold mining companies and projects related to the development of the Baimsk ore zone. In September 2023, a 110 kilovolt power transmission line with a length of 490 kilometers was put into operation, connecting the towns of Pevek and Bilibino. The line increased the reliability of energy supply from the FNPP to both Bilibino consumers and mining companies, the largest of which is the Baimsky GOK. The comprehensive development of the Russian Arctic is a national strategic priority. To increase the NSR traffic is of paramount importance for accomplishment of the tasks set in the field of cargo shipping. This logistics corridor is being developed due regular freight voyages, construction of new nuclear-powered icebreakers and modernization of the relevant infrastructure. Rosatom companies are actively involved in this work. Rosatom Fuel Company TVEL (Rosatom Fuel Division) includes companies fabricating nuclear fuel, converting and enriching uranium, manufacturing gas centrifuges, conducting researches and producing designs. As the only nuclear fuel supplier to Russian NPPs, TVEL supplies fuel for a total of 75 power reactors in 15 countries, for research reactors in nine countries, as well as for propulsion reactors of the Russian nuclear fleet. Every sixth power reactor in the world runs on TVEL fuel. Rosatom Fuel Division is the world’s largest producer of enriched uranium and the leader on the global stable isotope market. The Fuel Division is actively developing new businesses in chemistry, metallurgy, energy storage technologies, 3D printing, digital products, and decommissioning of nuclear facilities. TVEL also includes Rosatom integrators for additive technologies and electricity storage systems. Rosenergoatom, Joint-Stock Company is part of Rosatom Electric Power Division and one of the largest companies in the industry acting as an operator of nuclear power plants. It includes, as its branches, 11 operating NPPs, including the FNPP, the Scientific and Technical Center for Emergency Operations at NPPs, Design and Engineering as well as Technological companies. In total, 37 power units with a total installed capacity of over 29.5 GW are in operation at 11 nuclear power plants in Russia. Machinery Manufacturing Plant, Joint-Stock Company (MSZ JSC, Elektrostal) is one of the world’s largest manufacturers of fuel for nuclear power plants. The company produces fuel assemblies for VVER-440, VVER-1000, RBMK-1000, BN-600,800, VK-50, EGP-6; powders and fuel pellets intended for supply to foreign customers. It also produces nuclear fuel for research reactors. The plant belongs to the TVEL Fuel Company of Rosatom.

Rosatom obtained a license for the first land-based SMR in Russia

On April 21, Rosenergoatom obtained a license issued by Rostekhnadzor to construct the Yakutsk land-based SMR in the Ust-Yansky District of the Republic of Sakha (Yakutia).

ROSATOM and FEDC agree to cooperate in the construction of Russia's first onshore SNPP

ROSATOM and FEDC have signed a cooperation agreement to build Russia's first onshore SNPP in Yakutia.

Rosatom develops nuclear fuel for modernized floating power units

Rosatom has completed the development of nuclear fuel for the RITM-200S small modular reactor designed for the upgraded floating power units.