problem solving hierarchy speech therapy

13+ Problem Solving Goals Speech Therapy

Our children and students are constantly having to navigate a different social situation all day long. That’s why teaching our students problem solving skills can be very beneficial. To help make your job as a Speech-Language Pathologist a little bit easier I’ve gone ahead and gathered over 13 problem solving goals for speech therapy.

Currently, with my 4-year-old twin boys, I am constantly working on how they can use their problem solving skills to come up with creative ways to solve their own problems.

Luckily as a speech therapist, I had training in teaching problem solving skills and love teaching them new strategies to try.

Right now my boys’ favorite way to problem solve is to say, “3 more minutes. You set a timer mommy.” The funny part is they don’t realize they could ask me for even more time (at least not yet!).

IEP Goals – Problem Solving Goals Speech Therapy

If you’re on the hunt for a long-term goal for problem solving here is our list of goals to add to your goal bank.

1. Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, and 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.

2. Given a problem, STUDENT will appropriately identify the size of the problem with 80% accuracy in 4 out of 5 opportunities.

3. Given problems at differing sizes, STUDENT will identify the appropriate reaction size to the problem with 80% accuracy in 4 out of 5 opportunities.

4. 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.

5. 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.

6. Given a real-life or role-play conflict scenario, STUDENT will remain calm and relaxed, listen to the other person, and determine what they can agree on with 80% accuracy in 4 out of 5 opportunities.

7. Given criticism or feedback, STUDENT will look at the person, say “okay”, and not argue with 80% accuracy in 4 out of 5 opportunities.

8. Given a problem, STUDENT will define exactly what the problem is, brainstorm possible options, consider the disadvantages and advantages of options, and choose the best option with 80% accuracy in 4 out of 5 opportunities.

9. 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.

10. 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.

11. 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.

12. Given a 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.

13. Given a warning and a change in routine, STUDENT will accept the change without becoming upset with 80% accuracy in 4 out of 5 opportunities.

14. 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.

Social Communication Skills – IEP Goals

Do you have students working on other social skills goals or language skills? If so, you might want to check out my other goal banks. Here are a few of the goals you would find in my massive 432 iep goal bank :

• Facial expressions
• Conversational exchange or conversational turns
• Body language
• Follow-up questions
• Expressive Language
• Wh questions or Answer questions
• Word Level, Phrase Level, and Sentence Level
• Social pragmatic goals
• Communication Device – Nonverbal communication

Short-Term Goals – Speech Therapy Goals

I know every district and even school setting has different ways it requires the goal writing of their objectives to be written, but typically my district wanted us to reduce either the number required or the percentage of achievement. 

Here are a few examples to help get you started.

If we take a sample goal:  

“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 over 3 out of 4 consecutive sessions.”

• Reduced Number or Trials Required: The objective might be, “Given a problem and problem solving graphic organizer, STUDENT will identify 2 solutions, the 2 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy over 3 out of 4 consecutive sessions.” 
• Reduce Percentage of Accuracy: The objective might be, “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 70% accuracy over 3 out of 4 consecutive sessions.” 
• Reduce Difficulty of Task: The objective might be, “Given a problem and problem solving graphic organizer, STUDENT will pick from a selection of choices 2 possible solutions, the 2 possible consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy over 3 out of 4 consecutive sessions.”
• Reduce Number of Sessions of Accuracy: The objective might be, “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 over 2 out of 4 consecutive sessions.”

(Meaning out of 4 therapy sessions in a row. They identified 3 possible solutions, the 3 consequences of those solutions and then determined the best solution in 2 out of 4 or 50% of the time in order to mark that goal mastered.) 

As the speech pathologist, you are the specialist and you know your students’ communication disorders and child’s ability best though, so just take the functional goals from above and simplify them into achievable steps for your specific student.

SEE ALSO: 31 Best Wordless Videos to Teach Problem Solving

Data collections – problem solving goals speech therapy.

If you’re a speech therapist or have classroom teachers in need of data tracking forms while working on your student’s social interaction skills for speech therapy then be sure to check out my IEP goal data tracking for progress monitoring forms .

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

Visual Cue – Problem Solving Goals Speech Therapy

I always love using visual cues with my students. It can really help teach a concept that can be overwhelming. 

Here is my problem solving graphic organizer that helps teach problem solving. As your child or student fills out the form you can start by providing helpful verbal prompts and hopefully, the more they work on their problem solving skills and will need less prompts.

Here are all my blog posts about problem solving that you might also find helpful!

31 Best Wordless Videos to Teach Problem Solving – Watch the fun short youtube videos and then help solve the hypothetical problems.

71+ Free Social Problem-Solving Scenarios – Read the scenarios and practice solving the problems using the helpful graphic organizer pages.

Problem Solving Wheel: Help Kids Solve Their Own Problems – Use our problem solving wheel or make your own individualized problem solving wheel for your specific student.

High School Students

The most important thing we can teach our high school aged students is how to advocate for themselves during their school day within a social setting.  

Inside my tpt store I have a self-advocacy lesson to practice solving their school life problems in a functional way. Have your students grab a communication partner and get started!

In addition to the self-advocacy lesson plan I also have a phone call lesson plan in my tpt store for making phone calls in the workplace or everyday life, such as calling the pharmacy or dentist’s office.

SEE ALSO: 71+ Free Social Problem-Solving Scenarios

Younger children.

Currently inside of my tpt store I have a problem size and reaction size lesson plan to help our younger children understand that problems are of different sizes and therefore different reaction sizes.

Another great problem solving resource in my tpt store is my problem solving restorative justice graphic visual to help children review their own feeling along with how the other person might have felt and then solve their problem.

Picture Scene

• Social Scene Set 1 , Set 2 , Set 3 , Set 4 , Set 5 , & Set 6 by Contrary Chrissy – are different social scenes along with questions for problem solving. 
• Back to School Social Language and Problem Solving Printable by Aimee Walton – includes different scenarios along with questions to help guide the student in solving the problem.

SEE ALSO: Problem Solving Wheel: Help Kids Solve Their Own Problems

Social Conversation

If you’re looking for conversational skills to keep your middle school and high school aged students engaged, asking follow-up questions, or working on generalizing their skills across multiple settings you’ll want to check out the following blog posts. 

These ideas are perfect for working in a small group setting on your student’s functional communication skills. 

• Ideas to Help Keep Your Middle/High School Students Engaged – This post reviews 5 different strategies you can use to help keep your students engaged, such as using real life photos instead of little kid graphics and using materials at different levels allowing everyone to access the resources at their individual level.
• Ideas to Maintain a Conversation with Follow-Up Questions – Read how I help middle/high school students work on their social pragmatics of maintaining a conversation by using fun and interesting materials appropriate for their age.
• Ideas to Help Students Generalize Their Conversational Skills – Learn how I use self-rating forms to work on my student’s pragmatic language goals of generalizing their conversational skills across multiple settings and with multiple different people.

Short Story

• Inferencing and Problem-Solving FREEBIE by SLP to go – This resource is perfect for older students who are working on any of the following skills: inferencing, problem-solving, predicting, role-playing, or maintaining a conversation. 
• Social Skills Problem Solving: Fighting with Friends by Let’s Build Language- Jaclyn Watson – Grab this freebie to help your students problem solve social challenges around fighting with friends.

In Conclusion: Problem Solving Goals Speech Therapy

I hope you found this list of problem solving goals to be helpful along with the resources.

Wishing you a wonderful year ahead! 

Want Even More Problem Solving Goals Speech Therapy?

• 31 Best Wordless Videos to Teach Problem Solving
• 71+ Free Social Problem-Solving Scenarios
• Problem Solving Wheel: Help Kids Solve Their Own Problems
• 917+ Best Free Boom Cards for Speech Therapy
• 432+ Free Measurable IEP Goals and Objectives Bank

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30 Problem Solving Scenarios for Speech Therapy Practice

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SEE ALSO: Houston We Have a Problem! Activities for Problem Solving

Problem solving scenarios.

• Your friends came over to your house for a movie night. One of your friends brought another friend so there are more people than you planned for. You want to pass out the drinks but you only have five cans of soda and you need 6 for everyone to have one. What could you do?
• After basketball practice you go back to the locker room with your team to shower and change. When you are done dressing, you can't find your shoes. What could you do?
• You have been waiting all day for lunch to come because you are starving. Finally class gets over and you get to go to lunch. Except when you go to get to your lunch, it's not there. You probably left it at home. What could you do?
• There is a guy in your class who is always mean to you. He always bumps you when he walks by and he calls you names. He knocks stuff out of your hands and makes you feel stupid. You don't think you can take it anymore. What could you do?
• You really want to invite this new girl/guy to come to your birthday party, but you have never talked to them before. You are worried they will say no. What could you do?
• You rode the bus to school today and on the way in people are pointing and laughing at you. You go in the bathroom and see that you have pink gum all over the back of your pants. What could you do?
• You wake up and see that your alarm never went off. So you are starting your morning 15 minutes later than you planned. It is a really important day at school and you cannot be late. What could you do?
• You are giving a group presentation in front of class and it's your turn to talk. All of the sudden you sneeze. You cover it with your hand, but now your hand is full of stuff you sneezed out. What could you do?
• You are eating dinner at a fancy restaurant with your parents and their friends. You have a really messy dinner and accidentally flip a noodle into the lady's lap. They are busy talking and don't notice it. What could you do?
• You are taking a test and there is no talking allowed. You are writing your answers on the paper and your pencil breaks. What could you do?
• You are taking a test and the guy behind you asks you for help. He wants to know what you put for question number two. What could you do?
• You are at a birthday party and you have waited in line for a long time for your turn to hit the pinata. It is finally going to be your turn and it looks like the next hit will break the pinata. But you suddenly have to go to the bathroom. What could you do?
• You are hanging outside with your friend and she decides to pick your neighbor's flowers. She gives you the pretty handful of flowers and right then your neighbor opens the door. She asks you why you picked her flowers. What could you do?
• You borrowed your sister's skates one day without asking and they broke while you were using them. What could you do?
• You are eating at a friend's house and the mom piles your plate full of food. It looks really good and you want to eat it all but you can't because you just ate a snack. What could you do so you don't hurt her feelings?

SEE ALSO:   The Best Free App for Speech Therapy

• Your teacher was working at her desk.  You wanted to ask her a question, but she didn't see your hand raised. What should you do?
• You started to do your work, but you weren't sure if you were doing it right. What should you do?
• You were playing tether-ball and were the champion so far.  In the next game, you slightly touched the rope.  Only one student saw you touch the rope. What will you do?
• The teacher is giving directions, but your friend sitting next to you keeps talking.  You can't hear the directions. What should you do?
• You didn't do your homework.  Your teacher was upset with you. What should you do?
• You finished eating and felt a burp coming. What are you going to do?
• You were waiting to swing.  When it was your turn, another boy jumped in front of you and took the swing. What would you do?
• You waited a long time, but your mom didn't come to pick you up after school. What should you do?
• A bully threatened to beat you up after school. What should you do?
• A boy on the playground keeps pushing you and making you mad. What would you do?
• You were sitting in class doing your work and you hear the fire alarm. What should you do?
• An adult you didn't know came on to the playground and asked if you would help look for his lost dog. What would you do?
• You forgot your lunch at home. What would you do?
• The person sitting behind you keeps tapping your chair with his foot. What should you do?
• You finished your work early. What should you do?

This list of functional words was professionally selected to be the most useful for a child or adult who has difficulty with problem solving scenarios.

We encourage you to use this list when practicing at home.

Home practice will make progress toward meeting individual language goals much faster.

Speech-Language Pathologists (SLPs) are only able to see students/clients 30-60 mins (or less) per week. This is not enough time or practice for someone to handle Problem solving scenarios.

Every day that your loved one goes without practice it becomes more difficult to help them. 

SEE ALSO:   The Best Books for Speech Therapy Practice

We know life is busy , but if you're reading this you're probably someone who cares about helping their loved one as much as you can.

Practice 5-10 minutes whenever you can, but try to do it on a consistent basis (daily).

Please, please, please use this list to practice.

It will be a great benefit to you and your loved one's progress.

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Inference Activities for Speech Therapy (Freebie Included)

FREE making inferences worksheet included in this post! Read for more information about strategies for teaching and targeting inferences in speech therapy sessions or the classroom.

Learning to make inferences is one of the most important tasks I target in my speech therapy sessions. It plays an essential role in communication, comprehension, and daily functioning. Developing skills to make inferences has widespread applicability across contexts and settings, making it one of my favorite skills to work for a variety of individuals and ages! 

Every individual has a different way of learning and interpreting information around them; therefore, inferencing instruction can be adaptable for various skill levels. For example, one individual may work on an activity where they make an inference by examining a picture scene or a situation within their immediate environment. A different inferencing task may require the individual to read a complex passage and answer corresponding questions by inferring from the text.

This blog post delves into evidence-based strategies for teaching and enhancing inferencing skills and highlights the significance of inferencing in various contexts.

Why is Learning to Make Inferences Important?

One of the most significant takeaways from making inferences is how it can impact individuals’ safety and environmental awareness . 

For example, walking on a wet floor might make you infer it’s slippery, prompting caution and refraining from running or moving quickly over the slick surface. Hearing a siren while walking/driving triggers an inference that an emergency vehicle is nearby, signaling the need to make way for the emergency vehicle. 

Appropriately making an inference can essentially ‘make or break’ responding in moments when safety is in question. Speaking as a therapist, if there is anything that I can do to enhance safety awareness with my clients, especially for an individual who requires more explicit teaching in this area - that is an intervention task I will gladly partake in! Additionally, making inferences is a solid technique for enhancing the following functional areas:

• Reading Comprehension : Grasping the hidden meanings or messages within a story, not just the obvious statements.
• Social-Emotional Understanding : Appropriately interpreting gestures/facial expressions, detecting sarcasm, or grasping the emotional undertone of a statement are all rooted in inferencing.
• Problem-solving : Decoding the unseen aspects of a situation can lead to improvement in navigating difficult situations and finding functional solutions.
• Language Development : Especially for our younger clients, inferencing propels vocabulary growth and comprehension of intricate narratives.

It is also important to note that you can most certainly target inferencing skills with individuals who are non-readers! Often, I see ‘teaching inferences’ limited to reading passages, which simply isn’t the case. Inferencing can be taught in many different ways. We will discuss below:

How to Teach Making Inferences in Speech Therapy

Initially, when I began to work on inference skills in therapy, I would introduce this concept by saying: we make inferences by taking the information we already know PLUS the clues that we can see. While this is a great beginning technique if you are introducing making inferences within picture scenes/text; I realized that I was leaving out SO many other natural ways that we make inferences across environments. Consider the examples above: feeling a wet, slippery floor and deciding to walk with caution or hearing a siren and clearing the path for emergency personnel. By limiting ‘clues’ to only what we can see , we are limiting our clients from the full scope of ways to make an inference.

Teaching How to Make Inferences: Incorporating Senses

Ah, I LOVE using senses as a way to introduce making inferences! Blending evidence-based strategies with sensory experiences can offer a holistic approach to enhancing inferencing skills and keep individuals engaged during therapy tasks. Check out some examples below:

1. Sight (Visual):

Information we know + the clues we can see

Material : Picture Scene

Example : Show an image of a tree with fallen orange and red leaves around it. Ask, "What season might it be?" The visual cue of fallen leaves can help individuals infer that it's autumn.

2. Hearing (Auditory):

Information we know + the clues we can hear

Material : Audio recording

Example : Play the sound of distant thunder. Ask, "What might you need to do if you're outside?" The sound of thunder can lead individuals to infer they should go to a safe, indoor location.

3. Touch (Tactile):

Information we know + the clues we can feel

Material : Physical object for examination

Example : Let individuals feel a cool, metal object without seeing it. Ask, "What could this object be?" The cold and solid texture might lead them to infer it's a metal spoon or fork.

4. Smell (Olfactory):

Information we know + clues we can smell

Material : Object with a distinct scent 

Example : Introduce the smell of a fresh flower/floral object. Ask, "Where might this smell commonly be found?" The scent can help individuals infer they might be in a garden or bouquet.

5. Taste (Gustatory):

Information we know + clues we can taste

Material : Various food items*

Example : Offer a taste of something salty without revealing the food. Ask, "What could this be based on its taste?" The specific salty flavor and texture might help individuals infer whether it's a chip or a pretzel.

*Note: ensure that you have received permission from parents/caregivers and are aware of any potential food sensitivities or allergies before beginning this activity.

By tapping into the five senses, we can provide rich, immersive experiences that naturally guide individuals toward making informed inferences. These sensory clues serve as a foundation upon which our inferential skills can be built and refined.

Teaching How to Make Inferences: General Tips

• Explicit Teaching : Start with the basics. Teach: What is inferencing? Use everyday examples to make it tangible.
• Think-Alouds : Model the process when applicable. "The sky is dark and cloudy. I think (or infer) it might rain."
• Question Prompts : Shift from "What happened?" to "Why do you think it happened?" or “What clues helped you problem solve?”
• Visual Supports : If your client is examining something like a picture scene, use a two-column chart - one column titled information I already know and the other column titled, clues that I can see (i.e., specifically write/state what ‘clues’ in the picture that support that inference).

Below, check out our making inferences FREEBIE complete with the chart mentioned above and a sample worksheet from our larger inferencing packets. 

Click here to download this freebie via our TPT store.

If you liked this inferencing freebie, you may want to check out our much larger Inferencing Packets With REAL Pictures - for 3 Different Skill Levels!

• Receptive (fill-in sentences with multiple choice options)
• Receptive (questions with multiple choice options)
• Expressive (open-ended)

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Home » Blog » General » Developing Problem-Solving Skills Through Speech Therapy

Developing Problem-Solving Skills Through Speech Therapy

Are you or your child struggling with problem-solving skills? Do everyday tasks seem overwhelming and challenging? If so, speech therapy may be the solution you’ve been searching for. In this blog post, we will explore the importance of problem-solving skills in daily life and how speech therapy can help develop these essential skills.

Understanding Problem-Solving Skills

Before we dive into the connection between speech therapy and problem-solving skills, let’s first understand what problem-solving skills are. Problem-solving skills refer to the ability to identify, analyze, and solve problems effectively. They involve critical thinking, reasoning, and decision-making.

Communication plays a crucial role in problem-solving. Effective communication allows individuals to express their thoughts, understand others’ perspectives, and collaborate to find solutions. This is where speech therapy comes in.

The Connection Between Speech Therapy and Problem-Solving Skills

Speech therapy is often associated with improving speech and language abilities. However, it goes beyond that. Speech therapy addresses communication difficulties, which in turn, can enhance problem-solving skills.

Through various speech therapy techniques, individuals can develop the necessary communication skills to express their thoughts, understand others, and work collaboratively to solve problems.

Speech Therapy Techniques that Promote Problem-Solving Skills

Speech therapists use a range of techniques to promote problem-solving skills. These techniques include:

• Role-playing: Role-playing allows individuals to practice real-life scenarios and problem-solving strategies in a safe and supportive environment.
• Storytelling: Storytelling helps individuals understand cause-and-effect relationships and encourages them to think critically about different perspectives and solutions.
• Problem-solving games: Games that require problem-solving skills, such as puzzles or board games, can be incorporated into speech therapy sessions to make learning fun and engaging.

Strategies for Developing Problem-Solving Skills Through Speech Therapy

Now that we understand the connection between speech therapy and problem-solving skills, let’s explore some strategies that speech therapists use to develop these skills:

Enhancing Language and Communication Abilities

Language and communication abilities are the foundation for problem-solving skills. By improving these skills, individuals can effectively express their thoughts, understand others, and collaborate to find solutions.

Vocabulary Development

Building a strong vocabulary is essential for effective communication and problem-solving. Speech therapists can help individuals expand their vocabulary through various activities, such as word games, reading, and conversation.

Expressive Language Skills

Expressive language skills refer to the ability to express thoughts, ideas, and emotions clearly. Speech therapists can work on improving expressive language skills through activities that encourage individuals to articulate their thoughts and feelings.

Listening and Comprehension Skills

Listening and comprehension skills are crucial for understanding others’ perspectives and collaborating to find solutions. Speech therapists can incorporate activities that focus on active listening and comprehension to enhance these skills.

Improving Critical Thinking and Reasoning Skills

Problem-solving requires critical thinking and reasoning skills. Speech therapists can help individuals develop these skills through various techniques:

Encouraging Logical Thinking

Logical thinking involves analyzing information, identifying patterns, and making connections. Speech therapists can engage individuals in activities that require logical thinking, such as problem-solving puzzles or riddles.

Teaching Cause-and-Effect Relationships

Understanding cause-and-effect relationships is essential for effective problem-solving. Speech therapists can teach individuals to identify cause-and-effect relationships through storytelling, role-playing, and real-life examples.

Practicing Decision-Making and Planning

Decision-making and planning are crucial components of problem-solving. Speech therapists can guide individuals through decision-making processes and help them develop effective planning strategies.

Incorporating Social Emotional Learning (SEL) into Speech Therapy

Social Emotional Learning (SEL) plays a significant role in problem-solving. SEL focuses on developing self-awareness, self-regulation, empathy, and social skills. By incorporating SEL strategies into speech therapy, individuals can enhance their problem-solving skills.

Emotional Regulation and Self-Awareness

Emotional regulation and self-awareness are essential for effective problem-solving. Speech therapists can teach individuals strategies to identify and manage their emotions, which can positively impact their problem-solving abilities.

Empathy and Perspective-Taking

Empathy and perspective-taking allow individuals to understand others’ viewpoints and collaborate effectively. Speech therapists can incorporate activities that promote empathy and perspective-taking, such as role-playing or discussing different perspectives in problem-solving scenarios.

Collaboration and Teamwork

Collaboration and teamwork are crucial skills for problem-solving. Speech therapists can facilitate group activities that require individuals to work together, communicate effectively, and find solutions collectively.

Collaborating with Parents and Caregivers

Parents and caregivers play a vital role in supporting the development of problem-solving skills. Speech therapists can collaborate with parents and provide resources and strategies for home practice.

Involving Parents in Problem-Solving Activities

Speech therapists can involve parents in problem-solving activities by providing them with information and strategies to support their child’s development. This collaboration ensures that problem-solving skills are reinforced both in therapy sessions and at home.

Providing Resources and Strategies for Home Practice

Speech therapists can provide parents with resources and strategies to continue practicing problem-solving skills at home. This may include recommended books, games, or activities that promote problem-solving and communication.

Problem-solving skills are essential for navigating daily life successfully. Through speech therapy, individuals can develop the necessary communication, critical thinking, and reasoning skills to become effective problem solvers. If you or your child are struggling with problem-solving skills, consider seeking speech therapy. Start your EverydaySpeech Free trial today and unlock the potential for growth and success.

Related Blog Posts:

Implementing Effective SEL Programs for Schools: Best Practices and Strategies

Understanding Teacher Burnout: Key Causes and Statistics Behind Teachers Quitting

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