speech goals for critical thinking

432+ Free Measurable IEP Goals and Objectives Bank

If you want to save yourself time writing your IEP’s you’ve come to the right place. Here is a 432+ free IEP goal bank to make your life easier writing your speech therapy goals and to save you time.

IEP Goal Bank for Speech Therapy Goals

Articulation, functional life skills, expressive language, receptive language, auditory discrimination, phonological awareness, social skills/pragmatics.

• Augmentative Alternative Communication (AAC)

Figurative Language

Written language, intelligibility, speech therapy goals for articulation.

Given 20 sounds and a verbal prompt or model , STUDENT will articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sounds, STUDENT will independently  articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently  articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities.  

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities.  

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will independently  articulate the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will independently retell the story by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will independently  answer WH questions by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will independently articulate the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will self-monitor  articulation of the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a classroom discourse, STUDENT will generalize  articulation of the sound(s) of / / in all positions of words at the conversational level  outside of the therapy setting with 80% accuracy in 4 out of 5 opportunities. 

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Speech therapy goals for phonology.

• Substitution
• Assimilation
• Syllable Structure

-Substitution

Given a picture or object to describe, STUDENT will  produce age-appropriate bilabial  (i.e., /p, b, m/) and alveolar sounds  (i.e., /t, d, n)   in  words  to reduce the process of backing  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce velar sounds (i.e., /k, g/)   in  words  to reduce the process of fronting  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants /r, l/ instead of /w, j/  in  words  to reduce the process of gliding  (i.e., “wabbit” for “rabbit”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce stop sounds (i.e., /t, p/)   in  words  to reduce the process of stopping  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the sounds /l, er/  in  words  to reduce the process of vowelization  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes in  words  to reduce the process of affrication  (i.e., using /ch or j/ for non-affricate “ jime ”  for “dime”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the sounds /ch, j/  in  words  to reduce the process of deaffrication  (i.e., replacing /ch or j/ for fricative or stop “ships”  for “chips”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the alveolar sounds   in  words (t, d, n)   to reduce the process of alveolarization  (i.e., using alveolar for non-alveolar “tan”  for “pan”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the palatal sounds   in  words (sh, zh)   to reduce the process of depalatalization  (i.e., using non-palatal for palatal “fit”  for “fish”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the labial sounds in  words (p, b)   to reduce the process of labialization  (i.e., using labial for non-labial “pie”  for “tie”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

-Assimilation

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of labial assimilation   (i.e., using labial /p, b, m,w/ for non-labial “ peb ” for “pen”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of velar assimilation   (i.e., using velar /k, g, ng/ for non-velar “kug” for “cup”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of nasal assimilation   (i.e., using nasal /m, n, ng/ for non-nasal “mom” for “mop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of alveolar assimilation   (i.e., using alveolar /t, d, n, l, s, z/ for non-alveolar “tot” for “toss”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the nasal sounds in  words (m, n)   to reduce the process of denasalization  (i.e., using non-nasal for nasal “doze”  for “nose”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the final voiced consonants in  words (b, d)   to reduce the process of final consonant devoicing  (i.e., using voiceless final consonant for voiced final consonant “pick” for “pig”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the correct phoneme in  words  to reduce the process of coalescence  (i.e., using two phonemes for one phoneme that has similar features “foon” for “spoon”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all the phonemes  in  words  to reduce the process of reduplication  (i.e., when complete or incomplete syllable is repeated “baba” for “bottle”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

-Syllable Structure

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of cluster reduction  (i.e., “top” for “stop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants in the initial position of words  to reduce  initial consonant deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. 

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants in the  medial position of words  to reduce  medial consonant deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants in the  final position of words  to reduce final consonant deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all syllables in two-syllable and 3-syllable words  to reduce  weak syllable deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce only the phonemes in the word to reduce  epenthesis  (i.e., adding the “uh” sound between two consonants “bu- lue ” for “blue”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Deaf / Hard of Hearing

Given a hearing amplification system, STUDENT will  wear it consistently  and transport the teacher unit to all classroom teachers  with 80% accuracy in 4 out of 5 opportunities. 

Given a hearing amplification system, STUDENT will  recharge it daily  at  the end of the school day ready for the next school day  with 80% accuracy in 4 out of 5 opportunities. 

Given a hearing amplification system, STUDENT will  advocate  with  Speech Therapist or classroom teacher  if there are any problems with the hearing amplification system with 80% accuracy in 4 out of 5 opportunities. 

Given hearing aids, STUDENT will  clean and dry ear molds  using the appropriate materials (i.e., soap, pipe cleaners, towels) once a week  with 80% accuracy in 4 out of 5 opportunities. 

Given hearing aids, STUDENT will  detect a weak battery  and  change the battery  as needed with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Stuttering

• Desensitization
• Stuttering Modifications Techniques
• Fluency Shaping Techniques
• Secondary Behaviors

-Desensitization

Given 15 sentences with “bumpy” or “smooth” speech, STUDENT will identify if the  clinician’s speech  is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities.

Given a 2 minute tape-recording of HIS/HER reading or conversational speech with “bumpy” or “smooth” speech, STUDENT will identify if HIS/HER speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities. 

Given 15 sentences with fast or slow speech, STUDENT will identify if the  clinician’s speech  is fast or slow with 80% accuracy in 4 out of 5 opportunities.   

Given a 2 minute tape-recording of HIS/HER reading or conversational speech with fast or slow speech, STUDENT will identify if  HIS/HER speech  is fast or slow with 80% accuracy in 4 out of 5 opportunities. 

Given 15 sentences with random disfluencies, STUDENT will identify the disfluencies in the clinician’s speech with 80% accuracy in 4 out of 5 opportunities. 

Given a 2 minute tape-recording of HIS/HER reading or conversational speech with random disfluencies, STUDENT will identify the disfluencies in  HIS/HER speech with 80% accuracy in 4 out of 5 opportunities.

-Stuttering Modifications Techniques

Given knowledge, examples, and information about stuttering modification techniques (cancellation, pull-out, preparatory set), STUDENT will name and describe each stuttering modification technique  with 80% accuracy in 4 out of 5 opportunities.

Given 20 words, STUDENT will use the cancellation method to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the cancellation method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the cancellation method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the cancellation method to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the cancellation method to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the pull-out method to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the pull-out method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the pull-out method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the pull-out  method to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities.   

Given a conversational topic, STUDENT will use the pull-out  method to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the preparatory set method to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the preparatory set method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the preparatory set method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the preparatory set method to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities.   

Given a conversational topic, STUDENT will use the preparatory set method to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

-Fluency Shaping Techniques

Given knowledge, examples, and information about fluency shaping techniques (easy onset, light articulatory contact, slow rate), STUDENT will name and describe each fluency shaping technique  with 80% accuracy in 4 out of 5 opportunities.

Given 20 words, STUDENT will use the easy onset technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the easy onset technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the easy onset technique to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the easy onset technique  to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the easy onset technique  to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the light articulatory contact technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the light articulatory contact technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the light articulatory contact technique  to minimize disfluencies at the  sentence level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the light articulatory contact technique  to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the light articulatory contact technique  to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the slow rate technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the slow rate technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the slow rate technique  to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the slow rate technique  to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the slow rate technique  to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

-Secondary Behaviors

Given knowledge, examples, and video of oneself, STUDENT will identify and name  each of their  secondary behaviors  with 80% accuracy in 4 out of 5 opportunities.

Given a structured activity, STUDENT will identify and reduce  each of their  secondary behaviors  with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will identify and reduce  each of their  secondary behaviors  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Life Skills

• Conversation
• Social Skills

Given a functional symbol (cooking, community , safety, etc.), STUDENT will  match identical symbols  given a choice of 4 options wit 80% accuracy in 4 out of 5 opportunities.

Given a functional symbol (cooking, community , safety, etc.), STUDENT will  match symbols to actual objects  with 80% accuracy in 4 out of 5 opportunities.

Given a functional classroom symbol, STUDENT will demonstrate knowledge of the symbol by performing an action or going to the appropriate place when shown a symbo l  with 80% accuracy in 4 out of 5 opportunities.

Given a simple verbal directive (sit, stand, give, go), STUDENT will demonstrate knowledge of verbal directive by performing the action  with 80% accuracy in 4 out of 5 opportunities.

Given 10 pictures or objects for 2 different categories, STUDENT will identify the categories and  categorize the picture or objects  into 2 different categories  with 80% accuracy in 4 out of 5 opportunities.

Given an event or object, STUDENT will  describe the event or object using at least 3 descriptors  with 80% accuracy in 4 out of 5 opportunities.

Given an event or story, STUDENT will  retell the event or story  using appropriate  sequencing  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will independently express HIS/HER  wants or needs , such as stop, help, want, need, thirsty, toilet, etc. using HIS/HER AAC device, a gesture, or a sign with 80% accuracy in 4 out of 5 opportunities.

Given a visual or social situation, STUDENT will label the other person’s feelings and/or emotions based on their facial expressions and body language  with 80% accuracy in 4 out of 5 opportunities.

Given a yes/no question concerning social/community settings , STUDENT will correctly answer the yes/no question  with 80% accuracy in 4 out of 5 opportunities.

Given two objects, STUDENT will identify the  similarities and differences between the objects  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or a short story, STUDENT will explain the meaning of the figurative language and idioms  with 80% accuracy in 4 out of 5 opportunities.

-Conversation

Given a new person entering or leaving a situation, STUDENT will independently volunteer social greetings and farewells , such as “hi” and “bye” with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with a familiar listener with 80% accuracy in 4 out of 5 opportunities. 

Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with an unfamiliar listener with 80% accuracy in 4 out of 5 opportunities. 

Given a conversation, STUDENT will maintain appropriate eye contact when speaking to another person 80% accuracy in 4 out of 5 opportunities.  

Given a conversation, STUDENT will use an appropriate volume based on the social situation  they are in with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will make a statement or ask a question  to maintain the topic of conversation with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will take turns speaking to provide a give and take conversation  with 80% accuracy in 4 out of 5 opportunities.  

Given a conversation, STUDENT will ask 1 or 2 follow-up questions  to ensure the conversation is two-sided with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of information  during a conversational exchange with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will use a statement to end the conversation appropriately with 80% accuracy in 4 out of 5 opportunities.  

-Social Skills

Given a social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt  with 80% accuracy in 4 out of 5 opportunities.

Given a classroom discourse or conversation, STUDENT will actively listen to the speaker by facing the speaker, keeping mouth and body still, nodding head to show listening, asking questions and/or making on-topic comments  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will solve a social problem  by identifying the problem, developing possible solutions, and choosing the best solution  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will advocate for help  by appropriately  gaining the teacher’s attention, verbally asking for help, using clear and concise sentences  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will accurately  identify another’s perspective  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will protest using appropriate language  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will express HIS/HER feeling , such as I am frustrated, sick, happy, etc. using appropriate language  with 80% accuracy in 4 out of 5 opportunities.  

Given a social situation or role-play scenario, STUDENT will identify expected vs. unexpected behaviors across multiple settings  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will produce HIS/HER own ideas ( not mimicking or copying others’ ideas ) when entering or joining a conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will give and accept compliments  appropriately   with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of  verbal and nonverbal social cues  (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) by adjusting HIS/HER behavior based on these social cues  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Expressive Language Delay

• Utterance Expansion
• Narrative Development
• Gestures/Signs
• Categorizations
• Similarities
• Differences
• Comparisons
• Multiple Meanings
• Grammar Structure
• Vocabulary Definitions

-Morphology

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

-Utterance Expansion

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

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

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

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

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

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

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

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

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

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

-Narrative Development

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

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

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

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

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

-Gestures/Signs

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

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

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

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

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

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

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

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

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

Given an object or picture, STUDENT will describe the object or picture  by stating the function of the item with 80% accuracy in 4 out of 5 opportunities.

Given 10 words, STUDENT will describe the object or picture  by stating the function of the word with 80% accuracy in 4 out of 5 opportunities.

-Categorizations

Given a category, STUDENT will name (3-5) items  in that category (e.g., school items, home items, clothing, animals, colors, toys, etc.)   with 80% accuracy in 4 out of 5 opportunities.  

Given 3 to 5 items in a category (e.g., dog, cat, fish, etc.), STUDENT will identify the category  (e.g., school items, home items, clothing, animals, colors, toys, etc.)   and explain their relationships  with 80% accuracy in 4 out of 5 opportunities.

Given  3 to 5 items, STUDENT will identify the item that does not belong in the group and explain why  with 80% accuracy in 4 out of 5 opportunities.

Given a category, STUDENT will name (3-5) items  in that category  and (1) item that does not belong in that category  with 80% accuracy in 4 out of 5 opportunities.

-Similarities

Given 3 to 5 pictures, STUDENT will select 2 similar pictures  and  explain the similarities  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words verbally, STUDENT will select 2 similar pictures  and  explain the similarities  with 80% accuracy in 4 out of 5 opportunities.

-Differences

Given 3 to 5 pictures, STUDENT will select the different picture  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given a list of 3 to 5 words verbally, STUDENT will identify the different word  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words verbally, STUDENT will identify the different word  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given a word pair verbally, STUDENT will explain the primary difference  between the  two words  with 80% accuracy in 4 out of 5 opportunities.

-Comparisons

Given two object pictures, STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

Given two spoken words, STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

Given two concepts (e.g. flying vs. driving), STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

-Multiple Meanings

Given 2 pictures that represent different meanings of the same word , STUDENT will provide a definition for each  with 80% accuracy in 4 out of 5 opportunities.

Given 2 sentences that represent different meanings of the same word, STUDENT will provide a definition for each  with 80% accuracy in 4 out of 5 opportunities.

Given a multiple meaning word , STUDENT will provide 2 or more definitions for the  multiple meaning word  with 80% accuracy in 4 out of 5 opportunities.

-Attributes

Given an object or picture, STUDENT will describe the object or picture  by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture and asked a question, STUDENT will answer the question  by identifying a minimum of (5) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

Given 10 items presented verbally, STUDENT will describe the object or picture  by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

-Grammar Structure

Given an object, picture, or story, STUDENT will say a complete sentence using articles (i.e., “a”, “an”, “the”, and “some”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using demonstrative adjectives (i.e., “this”, “that”, “these”, and “those”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using plural nouns (i.e., s, es, and irregular plural forms) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using possessive nouns (i.e., “the girl’s book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using subject pronouns  (i.e., “I”, “he”, “she”, “you”, “we”, “they”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using object pronouns  (i.e., “me”, “him”, “her”, “you”, “us”, “them”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using possessive pronouns  (i.e., “my”, “mine”, “his”, “her/hers”, “you/yours”, “our/ours”, “their/theirs”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using reflexive pronouns  (i.e., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using present progressive verb tense  (i.e., “The girl is running”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using past progressive verb tense  (i.e., “The girl was running”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using present tense “s” and “es” marker  (i.e., “The girl runs”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using “has”/”have”  (i.e., “The girl has a book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using regular past tense  (i.e., “The boy waited for the bus.”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense  (i.e., “ran”, “drove”, “drank”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using conjunctions  (i.e., “and”, “or”, “but”, “because”, “if”, “since”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using future tenses  (i.e., “The boy will go to school”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using negative sentence structures  (i.e., “will not/won’t”, “does not/doesn’t”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will ask yes/no questions  (i.e., “Is the boy hurt?”) in a complete sentence  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will ask WH questions  (i.e., “What is the girl doing?”) in a complete sentence  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using comparatives  (i.e., “The kitty is smaller than the tiger”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using superlatives  (i.e., “That is the best cookie.”) with 80% accuracy in 4 out of 5 opportunities.

Given an idiom with a visual cue, STUDENT will  accurately describe the meaning of the idiom   with 80% accuracy in 4 out of 5 opportunities. 

Given an idiom verbally with no visual cue, STUDENT will  accurately describe the meaning of the idiom  with 80% accuracy in 4 out of 5 opportunities. 

Given an idiom verbally, STUDENT will identify a social situation where the idiom may be used appropriately  with 80% accuracy in 4 out of 5 opportunities. 

-Vocabulary Definitions

Given 5 words with picture cues, STUDENT will define the word correctly  with 80% accuracy in 4 out of 5 opportunities.

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

Given an emotional expression picture or story, STUDENT will use vocabulary to clearly  describe the feelings, ideas, or experiences  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify synonyms  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify antonyms  with 80% accuracy in 4 out of 5 opportunities.

Given 5 identified words in sentences, STUDENT will provide a synonym/antonym  with 80% accuracy in 4 out of 5 opportunities.

Given a story with highlighted words, STUDENT will provide a synonym/antonym for each highlighted word  with 80% accuracy in 4 out of 5 opportunities.

Given 10 pictures, STUDENT will match opposite pictures in pairs (i.e., happy/sad, up/down)   with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify the opposite  with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will describe the object or picture  by naming the item, identify attributes (color, size, etc.), function, or number  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will define unfamiliar words using context clues  with 80% accuracy in 4 out of 5 opportunities.

Given common academic vocabulary, STUDENT will define prefix and/or suffix  with 80% accuracy in 4 out of 5 opportunities.

Given common academic vocabulary, STUDENT will define the vocabulary word using a complete sentence with correct grammar  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Language Goals

• Following Directions
• Answering Questions
• Association
• Multiple Meaning
• Prepositions

-Vocabulary

Speech therapy goals for vocabulary.

Given 10 common nouns, STUDENT will identify the correct noun  by  pointing to the appropriate picture  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common verbs, STUDENT will identify the  correct verb  by  pointing to the appropriate picture  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common adjectives, STUDENT will identify the  correct adjective  by  pointing to the appropriate picture (size, shape, color, texture)   with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 pictures, STUDENT will identify the  category items  by  pointing/grouping pictures into categories  with 80% accuracy in 4 out of 5 opportunities.

-Following Directions

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow a  1-step direction  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  2-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 2-step directions, STUDENT will follow the directions  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  3-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 3-step directions, STUDENT will follow the directions  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with location modifiers (i.e., spatial concepts)   with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with quantity modifiers (i.e., numbers, more/less)   with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with quality modifiers (i.e., size, color, shape)   with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with pronoun modifiers (i.e., he, she, him, her, they, them)   with 80% accuracy in 4 out of 5 opportunities.

Given verbal or written directions, STUDENT will identify the action words in the directions (e.g., “Read the book”…the action word is read)with 80% accuracy in 4 out of 5 opportunities.

Given verbal directions, STUDENT will follow conditional directions  (e.g., “If you are wearing a red shirt, stand up.”)with 80% accuracy in 4 out of 5 opportunities.

-Answering Questions

Given a story, activity, or classroom discussion, STUDENT will answer “yes or no” questions  with 80% accuracy in 4 out of 5 opportunities.

Given a story, activity, or classroom discussion, STUDENT will answer WH questions  (i.e., who, what, when, where, why, how)   with 80% accuracy in 4 out of 5 opportunities.

Given a verbal prompt, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 3 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 objects or pictures at a time and given a function, STUDENT will point to the appropriate object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 action pictures at a time and given an action, STUDENT will point to the appropriate action picture  with 80% accuracy in 4 out of 5 opportunities.

-Association

Given 5 objects or pictures at a time (e.g., ball, bat, car, fork, and ring) and asked what item is associated with … (e.g., with a seatbelt), STUDENT will select an item that is associated with the objects or pictures  (e.g., car)   with 80% accuracy in 4 out of 5 opportunities.

Given a word verbally, STUDENT will point to the appropriate object or picture associated with that word (e.g., ball/bat, fork/plate) with 80% accuracy in 4 out of 5 opportunities.

Given a category, STUDENT will correctly sort objects/pictures in that category  with 80% accuracy in 4 out of 5 opportunities.

Given 3 items in a category and 3 categories to choose from, STUDENT will correctly sort objects/pictures into the appropriate  category  with 80% accuracy in 4 out of 5 opportunities.

Given 3 different categories, STUDENT will correctly sort objects/pictures into each different  category  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 objects or pictures, STUDENT will select 2 similar objects or pictures  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 word verbally, STUDENT will select 2 similar words  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will 1 object or picture that does not share that same attribute  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will 1 word  that does not share that same attribute  with 80% accuracy in 4 out of 5 opportunities.

-Multiple Meaning

Given 3 to 5 objects or pictures and a multiple meaning word, STUDENT will select 2 objects or pictures  that represent different meanings of that word  with 80% accuracy in 4 out of 5 opportunities.

Given a multiple meaning word verbally, STUDENT will select 2 correct meanings from a group of 4 written choices  with 80% accuracy in 4 out of 5 opportunities.

Given 10 objects or pictures and a verbal description of a word, STUDENT will select the correct object or picture  to match the given verbal description  with 80% accuracy in 4 out of 5 opportunities.

Given 10 words and a verbal description of a word, STUDENT will select the correct word  to match the given verbal description  with 80% accuracy in 4 out of 5 opportunities.

-Prepositions

Given 3 to 5 objects or pictures and a verbal preposition, STUDENT will point to the correct object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given object(s) and a verbal or written prepositions directive, STUDENT will follow the directions and  act out the preposition using the given object(s)  (e.g., “Put the doll under the table.”)   with 80% accuracy in 4 out of 5 opportunities.

Given a verbal question, STUDENT will select the picture of the noun that tells WHO and WHAT  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture of the noun that tells WHO and WHAT  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture of the  verb  that tells the action  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture of the  verb  that tells the action  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture  that tells WHERE  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture  that tells WHERE  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture that tells HOW  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture that tells HOW  with 80% accuracy in 4 out of 5 opportunities. 

Given a two word phrase that calls attention to an object or picture (e.g., “that car”, “her toy”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows the  disappearance  (e.g., “crackers all gone”, “no cookie”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows the  recurrence  (e.g., “more crackers”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that contains an  adjective and a noun  (e.g., “red shoe”, “big ball”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows  possession  (e.g., “Dad’s cat”, “girl’s shoe”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that uses  action object form  (e.g., “Tie shoe”, “read book “), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that indicates the  location  (e.g., “pencil down”, “car outside”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that uses  agent action form  (e.g., “boy jump”, “girl eat”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows an  emotion  (e.g., “girl sad”, “man angry”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase to achieve a  desired end  (e.g., “shoe on”, “go home”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  articles  (e.g., “a”, “an”, “the”, and “some”), STUDENT will answer “yes or no” if the phrase or sentence uses the articles  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  adjectives  (e.g., “this”, “that”, “these”, and “those”), STUDENT will answer “yes or no” if the phrase or sentence uses the adjectives  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes plurals  (e.g., s, es) and irregular plural nouns , STUDENT will answer “yes or no” if the phrase or sentence uses the plurals  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  possessive nouns  (e.g., “the girl’s bike”), STUDENT will answer “yes or no” if the phrase or sentence uses the possessive  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  subject pronouns  (e.g., “I”, “he”, “she”, “you”, “we” “they”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  object pronouns  (e.g., “me”, “him”, “her”, “you”, “us”, “them”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  possessive pronouns  (e.g., “my/mine”, “his”, “her/hers”, “your/yours”, “our/ours”, “their/theirs”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  reflexive pronouns  (e.g., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes present progressive verb tense  (e.g., “The man is running”, “The girls are waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  past progressive verb tense  (e.g., “The man was running”, “The girls were waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  present tense “s” and “es” marker  (e.g., “The boy jogs”, and “The bee buzzes”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  “have” and “has”  (e.g., “The boy has a dog”, and “The girls have ice skating”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  regular past tense  (e.g., “The dog jumped”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  irregular past tense  (e.g., “The boy ran”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Speech Therapy Goals for Auditory Discrimination

Given multi-step directions, STUDENT will follow 2-step, 3-step, and 4-step directions of  increasing length and complexity  with 80% accuracy in 4 out of 5 opportunities.  

Given 10 words, STUDENT will recognize the differences between same or different words  with 80% accuracy in 4 out of 5 opportunities.  

Given a sentence, STUDENT will remember and repeat  of  increasing length and complexity  with 80% accuracy in 4 out of 5 opportunities.

Given a word broken down into isolated sounds, STUDENT will combine the isolated sounds together to form words  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Phonological Awareness

Given 10 words, STUDENT will identify the sounds in the words  with 80% accuracy in 4 out of 5 opportunities.

Given 10 words, STUDENT will identify the number of sounds in the words  with 80% accuracy in 4 out of 5 opportunities.

Given 10 words, STUDENT will identify the similarities sounds in the words  with 80% accuracy in 4 out of 5 opportunities.

Given 2 words with matching beginning sounds or ending sounds, STUDENT will identify and/or match the words with the same beginning sounds or ending sounds  with 80% accuracy in 4 out of 5 opportunities.

Given a sentence with two rhyming words, STUDENT will identify the two rhyming words  with 80% accuracy in 4 out of 5 opportunities.

Given a rhyming word, STUDENT will produce two or more words that rhyme with the given word  with 80% accuracy in 4 out of 5 opportunities.

Given a word, STUDENT will substitute initial and/or final sounds  to  create new words (i.g., cat/fat; man, mad) with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Autism

• Play Skills
• Joint Attention
• Following Instructions
• Getting the Teacher’s Attention
• Friend Making
• General Conversation
• Perspective
• Problem Solving
• Dealing with Feelings
• Alternatives to Aggression
• Predictions/Inferences

-Play Skills

Given a toy(s), STUDENT will play with the toy(s) using their appropriate function  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate parallel play with peers for X minutes  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate symbolic play  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate pretend play  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will take X turns during a play activity with peer or teacher  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to offer someone help, STUDENT will ask what the other person needs, listen, provide the help requested  with 80% accuracy in 4 out of 5 opportunities.

Given offered help from a peer or adult, STUDENT will accept the help and thank the person, or politely decline the help  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to volunteer, STUDENT will look at the person, use a clear voice, ask to volunteer for a specific task or activity  with 80% accuracy in 4 out of 5 opportunities.

Given a task or activity to take turns, STUDENT will wait for HIS/HER turn, sit or stand quietly, keep HIS/HER legs and arms still, avoid whining or begging, and engage in activity or task when it is HIS/HER turn  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to borrow something, STUDENT will make a polite request to borrow an item or material, accept “no” as an answer, and if the other person agrees promptly return the materials in the same condition  with 80% accuracy in 4 out of 5 opportunities.

Given a game activity, STUDENT will display good sportsmanship and play by the rules, accepting winning without bragging, and accepting losing without complaining  with 80% accuracy in 4 out of 5 opportunities.

Given a toy or object and asked to share, STUDENT will share the toy or object with a peer or adult  with 80% accuracy in 4 out of 5 opportunities.

-Joint Attention

Given an activity with a partner, STUDENT will demonstrate joint attention for X minutes  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will point to gain the communication partner’s attention  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will use eye gaze to direct the communication partner’s attention  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will track the eye gaze of others and predict what they are thinking and will modify their behavior based on what others are looking at  with 80% accuracy in 4 out of 5 opportunities.

-Following Instructions

Given a direction, STUDENT will follow the 1-step direction  with 80% accuracy in 4 out of 5 opportunities.

Given 2-step directions, STUDENT will follow the 2-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 3-step directions, STUDENT will follow the 3-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given verbal directions, STUDENT will begin task with only 1 prompt within 1 minute of receiving the instructions  with 80% accuracy in 4 out of 5 opportunities.

Given written directions, STUDENT will read the instructions, follow each instruction in order, and ask for help if needed  with 80% accuracy in 4 out of 5 opportunities.

Given verbal or written directions to change to another activity, STUDENT will change to the new activity within 1 minute of receiving the instructions  with 80% accuracy in 4 out of 5 opportunities.

-Getting the Teacher’s Attention

Given the need to get the teacher’s attention, STUDENT will  look at the teacher, raise HIS/HER hand, wait to be acknowledged, and ask their question  with 80% accuracy in 4 out of 5 opportunities.

Given a need to ask a question, STUDENT will get the person’s attention appropriately, look at the person, use a pleasant tone of voice, use words such as “please”, “would”, “may I”, and listen to the person’s answer  with 80% accuracy in 4 out of 5 opportunities.

Given a need to ask for help, STUDENT will look at the person, ask if he or she has time to help, clearly describe what kind of help HE/SHE needs  with 80% accuracy in 4 out of 5 opportunities.

Given a social setting, STUDENT will identify expected and unexpected behaviors in themselves and others  with 80% accuracy in 4 out of 5 opportunities.

Given a social setting, STUDENT will demonstrate expected behaviors  that are expected in that setting  with 80% accuracy in 4 out of 5 opportunities.

Given expected and unexpected behaviors, STUDENT will identify how the expected and unexpected behaviors affect the thoughts and feelings of others  with 80% accuracy in 4 out of 5 opportunities.

Given feedback regarding HIS/HER behavior, STUDENT will modify their behavior based on the feedback  with 80% accuracy in 4 out of 5 opportunities.

Given an example of their own behavior, STUDENT will identify how their own behavior will affect the thoughts and feelings of others  with 80% accuracy in 4 out of 5 opportunities.

Given others’ behaviors, STUDENT will identify HIS/HER thoughts about others’ behaviors  with 80% accuracy in 4 out of 5 opportunities.

Given actions from others, STUDENT will modify their own behavior based on the actions of others  with 80% accuracy in 4 out of 5 opportunities.

Given social interactions, STUDENT will maintain appropriate personal space and maintain safe hands and body  with 80% accuracy in 4 out of 5 opportunities.

Given classroom or small group discussion, STUDENT will demonstrate active listening skills (e.g., body facing the speaker, keep mouth and body still, nodding head to show listening, asking questions and/or making comments) with 80% accuracy in 4 out of 5 opportunities.

Given different social settings, STUDENT will monitor HIS/HER volume and adjust it based on setting and/or situation  with 80% accuracy in 4 out of 5 opportunities.

Given classroom or small group discussion, STUDENT will make on-topic and appropriate comments  with 80% accuracy in 4 out of 5 opportunities.

Given a specific behavior, STUDENT will identify how it makes others feel , the consequences, and how that then makes HIM/HER feel about HIMSELF/HERSELF  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation, STUDENT will identify how others are feeling and identify at least one visual cue that lead them to that conclusion  with 80% accuracy in 4 out of 5 opportunities.

Given a task, STUDENT will listen carefully, gather materials, and begin working quietly  with 80% accuracy in 4 out of 5 opportunities.

Given a task, STUDENT will read the directions and attempt the assignment before asking the teacher for help  with 80% accuracy in 4 out of 5 opportunities.

-Group Work

Given a group activity, STUDENT will cooperate with others, use a kind voice, and follow the set group guidelines  for the activity with 80% accuracy in 4 out of 5 opportunities.  

Given a group activity, STUDENT will use appropriate volume level  for the activity and setting with 80% accuracy in 4 out of 5 opportunities.  

Given a group activity, STUDENT will discuss what goal needs to be achieved with the group, decided HIS/HER role is going to be, accept help or feedback from peers, follow rules, share materials, and give praise to others,  for the activity with 80% accuracy in 4 out of 5 opportunities.  

Given a new class period, STUDENT will come prepared for class by bringing all necessary materials (i.e., books, papers, homework, and writing tools) , being on time, and handing in assignments as requested by the teacher  with 80% accuracy in 4 out of 5 opportunities.

Given a new class period, STUDENT will determine what materials HE/SHE needs for class, gather materials, and only take those materials HE/SHE needs for class  with 80% accuracy in 4 out of 5 opportunities.     Given an assignment, STUDENT will write down the assignment in HIS/HER planner or electronic device  with 80% accuracy in 4 out of 5 opportunities.

Given a make-up or missed assignment, STUDENT will ask the teacher for the make-up or missed assignment  with 80% accuracy in 4 out of 5 opportunities.

-Friend Making

Given an unfamiliar person to meet, STUDENT will introduce HIMSELF/HERSELF by looking at the person, use an appropriate greeting (i.e., Hi, my name is…”) and telling the person it was nice meeting HIM/HER when leaving  with 80% accuracy in 4 out of 5 opportunities.  

Given a familiar or unfamiliar person to greet, STUDENT will look at the person, use a kind voice, and say “hi” or “hello” following all 3 steps with 80% accuracy in 4 out of 5 opportunities.  

Given an opportunity to compliment someone, STUDENT will look at the person, use a kind voice, give HIM/HER a compliment, and give the person time to respond  with 80% accuracy in 4 out of 5 opportunities.  

Given a compliment, STUDENT will look at the person, use a kind voice to thank the person (i.e., “Thank you, it’s my favorite shirt.”) with 80% accuracy in 4 out of 5 opportunities.

-General Conversation

Given a greeting from a peer or adult, STUDENT will acknowledge the greeting by  looking at the person and  returning the greeting  (e.g., “hello”, “hi”, “how are you?”, etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given a small group or classroom discussion, STUDENT will initiate the conversation (e.g., ask a question, make a comment, give a compliment, etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given a need or desire, STUDENT will  spontaneously communicate HIS/HER needs or desire (e.g., “I need…”, “I want…”)   with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will take turns during the conversation with a peer or an adult with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will identify expected and unexpected behaviors for a conversation (e.g., topic maintenance, topic changes, asking questions, on-topic comments, unrelated comments, appropriate interruptions, long talking turns, not responding, initiating conversations, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will describe the conversational partner’s emotional responses of HIM/HER when HE/SHE uses expected and unexpected behaviors during a conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will demonstrate expected behaviors during preferred and un-preferred conversational topics  with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will identify how that person is feeling based on observing their body language  with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will use conversation maintenance strategies  (i.e., making comments, take turns, ask questions, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will maintain a topic for at least 3 conversational turns  (e.g., ask partner-focused questions, make comments, etc) with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will look at the speaker, ask questions when appropriate, and not interrupt others  with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will use the appropriate volume based on the setting  with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will appropriately join the conversation by looking at the people, waiting for a moment when no one else is talking, make a comment or ask a question that relates to the topic  with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner who is busy talking with someone else, STUDENT will wait until the other person is finished speaking, look at the person, get their attention  (“Excuse me…”, “Do you have a minute…”) and wait for the person to acknowledge HIM/HER before continuing  with 80% accuracy in 4 out of 5 opportunities.  

Given a need to interrupt, STUDENT will look at the person, wait for the person to acknowledge them, begin with “Excuse me for interrupting, but…” make a specific request or give information  with 80% accuracy in 4 out of 5 opportunities.

Given a small group or classroom discussion, STUDENT will demonstrate active listening skills   (track the speaker with their eyes, keep mouth and body still and quiet, nodding head to show listening, ask questions and/or make comments, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner and a communication breakdown, STUDENT will use  communication breakdown strategies,  such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouth  to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities.

-Perspective

Given a social interaction, STUDENT will accurately identify another’s perspective  with 80% accuracy in 4 out of 5 opportunities.

Given different conversational partners (e.g., peer, teacher, authority figure, etc.), STUDENT will adjust HIS/HER language style and topics of conversation based on the conversation partner  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or social interaction, STUDENT will identify another person’s emotion and why HE/SHE is feeling that way  with 80% accuracy in 4 out of 5 opportunities.

-Problem Solving

Given a problem and problem solving graphic organizer , STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution  with 80% accuracy in 4 out of 5 opportunities.

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

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

-Dealing with Feelings

Given a time when the student is angry, STUDENT will use a calming strategy (e.g., breathe slowly, take a break, count to 10, listen to music, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given warning and a change in routine, STUDENT will identify exactly what is changing, ask questions, remain calm, and explain HIS/HER feelings of concern  with 80% accuracy in 4 out of 5 opportunities.

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

Given a social interaction, STUDENT will identify HIS/HER emotion and why HE/SHE is feeling that way  with 80% accuracy in 4 out of 5 opportunities.

-Alternatives to Aggression

Given a real-life or role-play scenario, STUDENT will demonstrate how to accept teacher help to make an appropriate decision during a conflict situation  with 80% accuracy in 4 out of 5 opportunities.

Given a real-life or role-play conflict scenario, STUDENT will demonstrate appropriate peer mediation skills to resolve the conflict  with 80% accuracy in 4 out of 5 opportunities.

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

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

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

Given a defeat or loss in a game, STUDENT will look at the person who won , remain calm, and congratulate the other person  with 80% accuracy in 4 out of 5 opportunities.

Given an upsetting situation, STUDENT will express HIS/HER anger with non-aggressive words to describe how HE/SHE feels  with 80% accuracy in 4 out of 5 opportunities.

-Predictions/Inferencing

Given a picture, STUDENT will make a prediction or inference about the picture with 80% accuracy in 4 out of 5 opportunities.

Given a short story, STUDENT will make a prediction or inference about the story with 80% accuracy in 4 out of 5 opportunities.

Given a social scenario, STUDENT will make a prediction or inference about the scenario and identify at least one visual cue that contributed to HIS/HER inference  with 80% accuracy in 4 out of 5 opportunities.

Augmentative Alternative Communication

Speech therapy goals for aac.

• Picture Exchange Communication System (PECS)
• Sign Language

-Picture Exchange Communication System (PECS)

Given a want or need, STUDENT will request a want or a need by pulling off a picture symbol and placing it into the teacher’s hand  with 80% accuracy in 4 out of 5 opportunities.  

Given a want or need, STUDENT will choose the “I want” or “I need” symbol plus the desired item , then place them both onto the sentence strip , then and hand the sentence strip to the teacher  with 80% accuracy in 4 out of 5 opportunities.  

Given a simple question, such as “What do you want?”, STUDENT will independently choose a picture symbol to answer a simple question  with 80% accuracy in 4 out of 5 opportunities.    

Given augmentative symbols or device, STUDENT will carry device to various school and community locations  (lunchroom, classroom, recess etc.) with minimal prompting with 80% accuracy in 4 out of 5 opportunities.

Given augmentative symbols or device, STUDENT will independently navigate to the “home” page  with 80% accuracy in 4 out of 5 opportunities.

Given a question or community helper or form, STUDENT will identify HIS/HER contact information  selecting (i.e. name, address, phone number, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a community sign, STUDENT will identify the community sign  (i.e. restroom, stop sign, crosswalk, exit, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a question, STUDENT will express HIS/HER preference selecting “yes or no” using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a group of pictures, STUDENT will identify the category of the pictures using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the color  of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the shape  of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the attributes  (hot/cold, big/little, soft/hard) of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities. 

Given a group of objects, STUDENT will count the objects  and select the appropriate number of objects (1-10)  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will select matching word  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures of facial emotions, STUDENT will identify the emotion  using  augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities. 

Given a spoken question, STUDENT will select the desired activity  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will initiate a conversation with a peer or teacher (i.e. hello, how are you ?, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will maintain a conversation  and engage in up to 3 conversational exchanges with a peer or teacher using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given augmentative symbols or device, STUDENT will select HIS/HER meal choices  (in the school lunchroom, restaurant, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will spontaneously make a request or greet a peer or teacher using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a time of frustration, STUDENT will independently indicate a break or refuse an undesired item or activity  (i.e. “no”, “I don’t want”, “I don’t like”, etc.)   using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will inform others of past events  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner and a communication breakdown, STUDENT will repair the communication breakdown  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

-Sign Language

Given a need and a verbal prompt, STUDENT will sign a basic “need” sign , such as ( help, more, done, want, need etc.) to make a request  with 80% accuracy in 4 out of 5 opportunities.

Given a need, STUDENT will sign a basic “need” sign , such as ( help, more, done, want, need etc.) to make a request  spontaneously across multiple school environments and the community  with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will  introduce HIMSELF/HERSELF by fingerspelling HIS/HER name or using HIS/HER name sign  with 80% accuracy in 4 out of 5 opportunities.

Given a signed picture or object, STUDENT will receptively identify the picture or object that was signed with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures or objects, STUDENT will expressively label  the pictures or objects using sign with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures of facial emotions, STUDENT will identify the emotion  using sign with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Figurative Language

Given a reading task, STUDENT will identify and interpret the meaning of  idioms , metaphors, similes, or proverbs  with 80% accuracy in 4 out of 5 opportunities.

Given a writing task, STUDENT will create similes and/or metaphors in a sentence or paragraph  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will make predictions and inferences based on  textual evidence  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will make inferences based on a character in literature   about why they say, feel, and do the things that they do  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals Written Language

Given a writing task, STUDENT will produce  grammatically correct sentences  with 80% accuracy in 4 out of 5 opportunities.

Given a writing task, STUDENT will vary HIS/HER use of sentence starters to enhance HIS/HER writing with 80% accuracy in 4 out of 5 opportunities.

Given a short story or video, STUDENT will answer wh -questions (who, what, when, where, why, & how) using complete sentences  with 80% accuracy in 4 out of 5 opportunities.

Given a graphic organizer, STUDENT will produce a five paragraph essay including an  introduction, topic sentences, transitions, and conclusion  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals Intelligibility

Given a communication partner and a communication breakdown, STUDENT will use  clear slow speech  and pausing to gather HIS/HER thoughts to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities.

Send me the FREE IEP Goal Bank!

Speech therapy goals conclusion.

I hope you find these speech therapy goals helpful or they gave you an idea for how to write speech therapy goals.

Let me know if there are other speech therapy goals and objectives that would be helpful or if you have examples of speech therapy goals.

Monday 12th of December 2022

This is one of most GO-TO Goal banks. Thank you so much!

Melissa Berg

Tuesday 27th of December 2022

Hi Jannette, I'm SO happy to hear that this is your GO_TO goal bank. Wishing you all my best! Melissa

Tuesday 4th of October 2022

Hi! I use this goal bank frequently but am always wondering why it was decided to label the goals for D/deaf and Hard of Hearing people as "Hearing Impaired/Impairment"? From my understanding and work with the DHH population, most prefer the terms, deaf, Deaf, or Hard of Hearing rather than Hearing Impaired. Just wanted to check in about it! Thanks!

Wednesday 5th of October 2022

Hi Melissa, Thanks so much for the feedback! I have made the updated suggestion. All my best, Melissa

Janet Pevsner

Monday 19th of September 2022

Your materials are sooo great AND you are soooo generous with your materials! Thank you so much for this Melissa.

Tuesday 20th of September 2022

Hi Janet, Thank you for your kind and thoughtful words! It means so much to me. I'm happy to know you like my materials! Wishing you all the best, Melissa

Monday 29th of August 2022

I love your material, it's so helpful! Thank you so much!

Lorena Bazarte

Thursday 25th of August 2022

Can you include goals for consultation for students in language articulation and fluency--when students have mastered the objectives but want to keep them in consult to monitor that they maintain their skills.

Saturday 27th of August 2022

Hi Lorena, I love this idea! I currently don't have anything in the works, but can add this to my future ideas list! All my best, Melissa

44 Critical Thinking Skills

Learning objectives.

By the end of this section, you will be able to:

• Describe the role that logic plays in critical thinking
• Explain how critical thinking skills can be used to problem-solve
• Describe how critical thinking skills can be used to evaluate information
• Identify strategies for developing yourself as a critical thinker

Thinking comes naturally. You don’t have to make it happen—it just does. But you can make it happen in different ways. For example, you can think positively or negatively. You can think with “heart” and you can think with rational judgment. You can also think strategically and analytically, and mathematically and scientifically. These are a few of the multiple ways in which the mind can process thought.

What are some forms of thinking you use? When do you use them, and why?

As a college student, you are tasked with engaging and expanding your thinking skills. One of the most important of these skills is critical thinking. Critical thinking is important because it relates to nearly all tasks, situations, topics, careers, environments, challenges, and opportunities. It’s a “domain-general” thinking skill—not a thinking skill that’s reserved for a one subject alone or restricted to a particular subject area.

Great leaders have highly attuned critical thinking skills, and you can, too. In fact, you probably have a lot of these skills already. Of all your thinking skills, critical thinking may have the greatest value.

What Is Critical Thinking?

Critical thinking  is clear, reasonable, reflective thinking focused on deciding what to believe or do. It means asking probing questions like, “How do we know?” or “Is this true in every case or just in this instance?” It involves being skeptical and challenging assumptions, rather than simply memorizing facts or blindly accepting what you hear or read.

Imagine, for example, that you’re reading a history textbook. You wonder who wrote it and why, because you detect certain biases in the writing. You find that the author has a limited scope of research focused only on a particular group within a population. In this case, your critical thinking reveals that there are “other sides to the story.”

Who are critical thinkers, and what characteristics do they have in common?

• Critical thinkers are usually curious and reflective people. They like to explore and probe new areas and seek knowledge, clarification, and new solutions. They ask pertinent questions, evaluate statements and arguments, and distinguish between facts and opinion. They are also willing to examine their own beliefs, possessing a manner of humility that allows them to admit a lack of knowledge or understanding when needed. They are open to changing their mind. Perhaps most of all, they actively enjoy learning, and seeking new knowledge is a lifelong pursuit.

This may well be you!

No matter where you are on the road to being a critical thinker, you can always more fully develop and finely tune your skills. Doing so will help you develop more balanced arguments, express yourself clearly, read critically, and glean important information efficiently. Critical thinking skills will help you in any profession or any circumstance of life, from science to art to business to teaching. With critical thinking, you become a clearer thinker and problem solver.

Critical Thinking and Logic

Critical thinking is fundamentally a process of questioning information and data. You may question the information you read in a textbook, or you may question what a politician or a professor or a classmate says. You can also question a commonly-held belief or a new idea. With critical thinking, anything and everything is subject to question and examination for the purpose of logically constructing reasoned perspectives.

What Is Logic, and Why Is It Important in Critical Thinking?

The word  logic  comes from the Ancient Greek  logike , referring to the science or art of reasoning. Using logic, a person evaluates arguments and reasoning and strives to distinguish between good and bad reasoning, or between truth and falsehood. Using logic, you can evaluate ideas or claims people make, make good decisions, and form sound beliefs about the world. [1]

Questions of Logic in Critical Thinking

Let’s use a simple example of applying logic to a critical-thinking situation. In this hypothetical scenario, a man has a PhD in political science, and he works as a professor at a local college. His wife works at the college, too. They have three young children in the local school system, and their family is well known in the community. The man is now running for political office. Are his credentials and experience sufficient for entering public office? Will he be effective in the political office? Some voters might believe that his personal life and current job, on the surface, suggest he will do well in the position, and they will vote for him. In truth, the characteristics described don’t guarantee that the man will do a good job. The information is somewhat irrelevant. What else might you want to know? How about whether the man had already held a political office and done a good job? In this case, we want to ask, How much information is adequate in order to make a decision based on logic instead of assumptions?

The following questions, presented in Figure 1, below, are ones you may apply to formulating a logical, reasoned perspective in the above scenario or any other situation:

• What’s happening?  Gather the basic information and begin to think of questions.
• Why is it important?  Ask yourself why it’s significant and whether or not you agree.
• What don’t I see?  Is there anything important missing?
• How do I know?  Ask yourself where the information came from and how it was constructed.
• Who is saying it?  What’s the position of the speaker and what is influencing them?

Problem-Solving

For most people, a typical day is filled with critical thinking and problem-solving challenges. In fact, critical thinking and problem-solving go hand-in-hand. They both refer to using knowledge, facts, and data to solve problems effectively. But with problem-solving, you are specifically identifying, selecting, and defending your solution. Below are some examples of using critical thinking to problem-solve:

• Your roommate was upset and said some unkind words to you, which put a crimp in the relationship. You try to see through the angry behaviors to determine how you might best support the roommate and help bring the relationship back to a comfortable spot.
• Your campus club has been languishing on account of a lack of participation and funds. The new club president, though, is a marketing major and has identified some strategies to interest students in joining and supporting the club. Implementation is forthcoming.
• Your final art class project challenges you to conceptualize form in new ways. On the last day of class when students present their projects, you describe the techniques you used to fulfill the assignment. You explain why and how you selected that approach.
• Your math teacher sees that the class is not quite grasping a concept. She uses clever questioning to dispel anxiety and guide you to new understanding of the concept.
• You have a job interview for a position that you feel you are only partially qualified for, although you really want the job and you are excited about the prospects. You analyze how you will explain your skills and experiences in a way to show that you are a good match for the prospective employer.
• You are doing well in college, and most of your college and living expenses are covered. But there are some gaps between what you want and what you feel you can afford. You analyze your income, savings, and budget to better calculate what you will need to stay in college and maintain your desired level of spending.

Evaluating Information

Evaluating information can be one of the most complex tasks you will be faced with in college. But if you utilize the following four strategies, you will be well on your way to success:

• Read for understanding by using text coding
• Examine arguments
• Clarify thinking
• Cultivate “habits of mind”

Examine Arguments

When you examine arguments or claims that an author, speaker, or other source is making, your goal is to identify and examine the hard facts. You can use the  spectrum of authority strategy for this purpose. The spectrum of authority strategy assists you in identifying the “hot” end of an argument—feelings, beliefs, cultural influences, and societal influences—and the “cold” end of an argument—scientific influences.

Clarify Thinking

When you use critical thinking to evaluate information, you need to clarify your thinking to yourself and likely to others. Doing this well is mainly a process of asking and answering probing questions, such as the logic questions discussed earlier. Design your questions to fit your needs, but be sure to cover adequate ground. What is the purpose? What question are we trying to answer? What point of view is being expressed? What assumptions are we or others making? What are the facts and data we know, and how do we know them? What are the concepts we’re working with? What are the conclusions, and do they make sense? What are the implications?

Cultivate “Habits of Mind”

“Habits of mind” are the personal commitments, values, and standards you have about the principle of good thinking. Consider your intellectual commitments, values, and standards. Do you approach problems with an open mind, a respect for truth, and an inquiring attitude? Some good habits to have when thinking critically are being receptive to having your opinions changed, having respect for others, being independent and not accepting something is true until you’ve had the time to examine the available evidence, being fair-minded, having respect for a reason, having an inquiring mind, not making assumptions, and always, especially, questioning your own conclusions—in other words, developing an intellectual work ethic. Try to work these qualities into your daily life.

Developing Yourself as a Critical Thinker

Critical thinking is a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture. —Francis Bacon, philosopher

Critical thinking is a fundamental skill for college students, but it should also be a lifelong pursuit. Below are additional strategies to develop yourself as a critical thinker in college and in everyday life:

• Reflect and practice : Always reflect on what you’ve learned. Is it true all the time? How did you arrive at your conclusions?
• Use wasted time : It’s certainly important to make time for relaxing, but if you find you are indulging in too much of a good thing, think about using your time more constructively. Determine when you do your best thinking and try to learn something new during that part of the day.
• Redefine the way you see things : It can be very uninteresting to always think the same way. Challenge yourself to see familiar things in new ways. Put yourself in someone else’s shoes and consider things from a different angle or perspective.  If you’re trying to solve a problem, list all your concerns: what you need in order to solve it, who can help, what some possible barriers might be, etc. It’s often possible to reframe a problem as an opportunity. Try to find a solution where there seems to be none.
• Analyze the influences on your thinking and in your life : Why do you think or feel the way you do? Analyze your influences. Think about who in your life influences you. Do you feel or react a certain way because of social convention, or because you believe it is what is expected of you? Try to break out of any molds that may be constricting you.
• Express yourself : Critical thinking also involves being able to express yourself clearly. Most important in expressing yourself clearly is stating one point at a time. You might be inclined to argue every thought, but you might have greater impact if you focus just on your main arguments. This will help others to follow your thinking clearly. For more abstract ideas, assume that your audience may not understand. Provide examples, analogies, or metaphors where you can.
• Enhance your wellness : It’s easier to think critically when you take care of your mental and physical health.  Try taking 10-minute activity breaks to reach 30 to 60 minutes of physical activity each day . Try taking a break between classes and walk to the coffee shop that’s farthest away. Scheduling physical activity into your day can help lower stress and increase mental alertness. Also,  do your most difficult work when you have the most energy . Think about the time of day you are most effective and have the most energy. Plan to do your most difficult work during these times. And be sure to  reach out for help . If you feel you need assistance with your mental or physical health, talk to a counselor or visit a doctor.

Key Takeaways

Critical thinking is a skill that will help speakers further develop their arguments and position their speech in a strong manner.

• Critical thinking utilizes thought, plan, and action. Be sure to consider the research at-hand and develop an argument that is logical and connects to the audience.
• It is important to conduct an audience analysis to understand the ways in which your research and argument will resonate with the group you are delivering your information to; you can strengthen your argument by accurately positioning your argument and yourself in within a diverse audience.
• “Student Success-Thinking Critically In Class and Online.” Critical Thinking Gateway. St Petersburg College, n.d. Web. 16 Feb 2016.  ↵

Public Speaking Copyright © by Dr. Layne Goodman; Amber Green, M.A.; and Various is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Module 8: Critical Thinking and Reasoning

Critical thinking.

We are approaching a new age of synthesis. Knowledge cannot be merely a degree or a skill…it demands a broader vision, capabilities in critical thinking and logical deduction, without which we cannot have constructive progress. – Li Ka Shing

Critical thinking has been defined in numerous ways.  At its most basic, we can think of critical thinking as active thinking in which we evaluate and analyze information in order to determine the best course of action. We will look at more expansive definitions of critical thinking and its components in the following pages.

Before we get there, though, let’s consider a hypothetical example of critical thinking in action.

Shonda was researching information for her upcoming persuasive speech. Her goal with the speech was to persuade her classmates to drink a glass of red wine every day. Her argument revolved around the health benefits one can derive from the antioxidants found in red wine. Shonda found an article reporting the results of a study conducted by a Dr. Gray. According to Dr. Gray’s study, drinking four or more glasses of wine a day will help reduce the chances of heart attack, increase levels of good cholesterol, and help in reducing unwanted fat. Without conducting further research, Shonda changed her speech to persuade her classmates to drink four or more glasses of red wine per day. She used Dr. Gray’s study as her primary support. Shonda presented her speech in class to waves of applause and support from her classmates. She was shocked when, a few weeks later, she received a grade of “D”. Shonda’s teacher had also found Dr. Gray’s study and learned it was sponsored by a multi-national distributor of wine. In fact, the study in question was published in a trade journal targeted to wine and alcohol retailers. If Shonda had taken a few extra minutes to critically examine the study, she may have been able to avoid the dreaded “D.”

Shonda’s story is just one of many ways that critical thinking impacts our lives. Throughout this chapter we will consider the importance of critical thinking in all areas of communication, especially public speaking. We will first take a more in-depth look at what critical thinking is—and isn’t.

Before we get too far into the specifics of what critical thinking is and how we can do it, it’s important to clear up a common misconception. Even though the phrase critical thinking uses the word “critical,” it is not a negative thing. Being critical is not the same thing as criticizing. When we criticize something, we point out the flaws and errors in it, exercising a negative value judgment on it. Our goal with criticizing is less about understanding than about negatively evaluating. It’s important to remember that critical thinking is not just criticizing. While the process may involve examining flaws and errors, it is much more.

Critical Thinking Defined

“John Dewey” by Eva Watson-Schütze. Public domain.

Just what is critical thinking then? To help us understand, let’s consider a common definition of critical thinking. The philosopher John Dewey, often considered the father of modern day critical thinking, defines critical thinking as:

“Active, persistent, careful consideration of a belief or supposed form of knowledge in light of the grounds that support it and the further conclusions to which it tends.” [1]

The first key component of Dewey’s definition is that critical thinking is active. Critical thinking must be done by choice. As we continue to delve deeper into the various facets of critical thinking, we will learn how to engage as critical thinkers.

Probably one of the most concise and easiest to understand definitions is that offered by Barry Beyer: “Critical thinking… means making reasoned judgments.” [2] In other words, we don’t just jump to a conclusion or a judgment. We rationalize and justify our conclusions. A second primary component of critical thinking, then, involves questioning. As critical thinkers, we need to question everything that confronts us. Equally important, we need to question ourselves and ask how our own biases or assumptions influence how we judge something.

In the following sections we will explore how to do critical thinking more in depth. As you read through this material, reflect back on Dewey’s and Beyer’s definitions of critical thinking.

• Dewey, J. (1933). Experience and education . New York: Macmillan, 1933. ↵
• Beyer, B. K. (1995) Critical thinking. Bloomington, IN: Phi Delta Kappa Educational Foundation. ↵
• Chapter 6 Critical Thinking. Authored by : Terri Russ, J.D., Ph.D.. Provided by : Saint Mary's College, Notre Dame, IN. Located at : http://publicspeakingproject.org/psvirtualtext.html . Project : The Public Speaking Project. License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
• John Dewey in 1902. Authored by : Eva Watson-Schutze. Located at : http://commons.wikimedia.org/wiki/File:John_Dewey_in_1902.jpg . License : Public Domain: No Known Copyright

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Home » Blog » General » Incorporating the Main Idea into IEP Goals: Practical Tips and Examples

Incorporating the Main Idea into IEP Goals: Practical Tips and Examples

As a Speech Language Pathologist and Social Emotional Learning expert, I understand the importance of incorporating the main idea into Individualized Education Program (IEP) goals. The main idea is a crucial skill that not only supports academic success but also enhances social and emotional development. In this blog post, I will provide practical tips and examples to help you effectively incorporate the main idea into IEP goals.

Understanding the Main Idea

Before we dive into the practical tips, let’s first establish a clear understanding of what the main idea is and why it is significant. The main idea refers to the central message or theme of a text, conversation, or situation. It encapsulates the most important information or concept that the speaker or writer wants to convey.

When it comes to social emotional learning (SEL), the main idea plays a crucial role in developing skills such as comprehension, critical thinking, empathy, and self-awareness. By identifying and understanding the main idea, students can make connections, draw conclusions, and effectively navigate social situations.

Now that we understand the significance of the main idea, let’s explore the benefits of incorporating it into IEP goals.

Benefits of Incorporating the Main Idea into IEP Goals

1. Enhances Reading Comprehension: By explicitly targeting the main idea in IEP goals, students can improve their ability to comprehend written texts. Understanding the main idea helps students filter out irrelevant information and focus on the key concepts.

2. Develops Critical Thinking Skills: Analyzing and identifying the main idea requires critical thinking skills. By incorporating the main idea into IEP goals, students can enhance their ability to analyze, evaluate, and synthesize information.

3. Supports Social and Emotional Development: The main idea often conveys emotions, perspectives, and social situations. By incorporating the main idea into SEL-focused IEP goals, students can develop empathy, self-awareness, and social skills.

Practical Tips for Incorporating the Main Idea into IEP Goals

Now that we understand the importance and benefits of incorporating the main idea into IEP goals, let’s explore some practical tips to help you effectively implement this strategy:

1. Conducting a thorough assessment of the student’s strengths and needs

Before setting IEP goals, it is crucial to conduct a comprehensive assessment of the student’s strengths and needs. This assessment should include evaluating the student’s ability to identify and understand the main idea in different contexts.

2. Identifying the main idea in different contexts

The main idea can be found in various contexts, including reading passages, conversations, and social situations. It is important to provide opportunities for the student to practice identifying the main idea in different contexts to generalize this skill.

3. Aligning the main idea with specific SEL skills and objectives

When incorporating the main idea into IEP goals, it is essential to align it with specific SEL skills and objectives. For example, if the main idea relates to empathy, the goal can focus on connecting the main idea to personal experiences and emotions.

4. Collaborating with the student, parents, and other professionals

Setting meaningful IEP goals requires collaboration between the student, parents, and other professionals involved in the student’s education. By involving all stakeholders, you can ensure that the goals are relevant, achievable, and tailored to the student’s individual needs.

5. Breaking down the main idea into smaller, achievable objectives

The main idea can be a complex concept, especially for students with learning differences. To make it more manageable, break down the main idea into smaller, achievable objectives. This allows the student to make incremental progress towards the ultimate goal.

6. Monitoring progress and adjusting goals as needed

Regularly monitor the student’s progress towards the main idea-related goals and adjust them as needed. Keep track of the student’s achievements and challenges, and make necessary modifications to ensure continued growth and success.

Examples of IEP Goals Incorporating the Main Idea

Let’s explore some examples of IEP goals that incorporate the main idea:

Goal 1: Improve comprehension of main ideas in written texts

• Objective: Identify the main idea in a given paragraph with 80% accuracy
• Objective: Summarize the main idea of a short story in writing

Goal 2: Enhance understanding of main ideas in conversations

• Objective: Identify the main idea in a group discussion with 90% accuracy
• Objective: Respond appropriately to questions about the main idea in a conversation

Goal 3: Apply the main idea to social emotional learning

• Objective: Connect the main idea of a story to personal experiences and emotions
• Objective: Use the main idea to analyze and discuss social situations

Incorporating the main idea into IEP goals is a powerful strategy that supports academic, social, and emotional development. By explicitly targeting the main idea, students can enhance their comprehension, critical thinking, and SEL skills. I encourage individuals in the discovery stage to explore further resources and strategies to effectively incorporate the main idea into their practice. If you have any questions or feedback, please feel free to reach out. Start your EverydaySpeech Free trial today to access a wide range of resources and support for incorporating the main idea into IEP goals.

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

Introduction

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

In this comprehensive guide we:

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

Understanding Speech-Language Pathology IEP Goals

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

Defining IEP Goals: Personalized Pathways to Success

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

The Role of Speech-Language Pathology (SLP)

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

The Significance of IEP Goals in Speech-Language Pathology

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

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

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

The IEP Process: From Referral to Evaluation:

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

The IEP Process Unveiled

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Crafting Effective SLP IEP Goals

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

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

2. Measurable : Trackable for progress.

3. Achievable : Realistic and attainable.

4. Relevant: Address specific communication challenges.

5. Time-bound : Set clear deadlines.

Common SLP IEP Goal Areas

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

1. Articulation and Phonology

  - Goal : Improve the clarity of speech sounds.

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

2. Expressive Language

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

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

3. Receptive Language

  - Goal : Strengthen comprehension skills.

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

4. Fluency (Stuttering)

  - Goal: Improve speech fluency and reduce stuttering behaviors.

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

  - Goal : Enhance vocal quality and resonance.

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

6. Social Communication and Pragmatics

  - Goal : Develop effective social interaction skills.

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

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

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

IEP Goal Bank for Speech-Language Pathology

Articulation and phonology.

Preschool (Ages 3-5):

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

Elementary (Ages 6-8):

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

Middle School (Ages 9-12):

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

Expressive Language

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

Receptive Language

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

Fluency (Stuttering)

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

Social Communication and Pragmatics:

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

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

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

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