speech and language therapy goals

432+ Free Measurable IEP Goals and Objectives Bank

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

IEP Goal Bank for Speech Therapy Goals

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

• Augmentative Alternative Communication (AAC)

Figurative Language

Written language, intelligibility, speech therapy goals for articulation.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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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

Speech Therapy Goals

Why re-invent the wheel?

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

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

Speech Therapy Goal Bank

Articulation goals.

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

Articulation Goals – Sounds

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

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

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

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

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

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

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

Articulation Goals – Consonant Clusters

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

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

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

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

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

Phonology Goals

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

Phonology Goals for children ages 3+ – Syllabic

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

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

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

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

Phonology Goals for children ages 3+ – Substitution

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

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

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

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

Phonology Goals for children ages 5+ – Syllabic

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

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

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

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

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

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

Phonology Goals for children ages 5+ – Substitution

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

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

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

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

Receptive Language Goals

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

Receptive Language Goals – Vocabulary

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

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

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

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

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

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

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

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

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

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

Receptive Language Goals – Following Directions

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

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

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

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

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

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

Receptive Language Goals – Answering Questions

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

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

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

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

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

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

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

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

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

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

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

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

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

Receptive Language Goals – Other

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

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

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

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

Expressive Language Goals

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

Expressive Language Goals – Gestures/signs

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

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

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

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

Expressive Language Goals – Early Language

Will imitate vocalizations when requesting objects Imitará vocalizaciones cuando pide objetos

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

Will imitate duplicated syllables Imitará sílabas duplicadas

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

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

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

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

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

Expressive Language Goals – Vocabulary Development

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Utterance Expansion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Morphology

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

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

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

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

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

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

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

Expressive Language Goals – Syntax

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Narrative Development

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

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

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

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

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

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

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

Expressive Language Goals – Narrative Development for Older Students

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

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

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

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

Will distinguish between fact and fantasy Distinguirá entre fantasía y realidad

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

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

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

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

Expressive Language Goals - Compare and Contrast

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

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

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

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

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

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

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

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

Pragmatic Language Goals

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

Pragmatic Language Goals – General Communication

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

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

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

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

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

Pragmatic Language Goals – Play Skills

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

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

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

Will demonstrate symbolic play Demostrará el juego simbólico

Will demonstrate pretend play Demostrará el juego de fantasía

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

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

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

Pragmatic Language Goals – Joint Attention

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

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

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

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

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

Pragmatic Language Goals – Behavior/Expectations

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

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

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

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

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

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

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

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

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

Will maintain appropriate personal space Mantendrá el espacio personal apropiado

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

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

Pragmatic Language Goals – Conversation

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

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

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

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

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

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

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

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

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

Pragmatic Language Goals – Predictions/Inferencing

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

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

Fluency Goals

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

Fluency Goals – Desensitization

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Stuttering Modification Techniques

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Fluency Shaping Techniques

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Secondary Behaviors

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

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

Voice Goals

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

Voice Goals – Volume

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

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

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

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

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

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

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

Voice Goals – Resonance

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

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

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

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

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

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

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

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

Voice Goals – Pitch

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

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

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

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

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

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

Voice Goals – Breath Support

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

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

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

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

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

Voice Goals – Self-Awareness and Vocal Hygiene

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Need Speech and Language Goals in Spanish?

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

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

Speech Therapy Goals that Work Regardless of Home Language

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

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

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

How Many Ideas Should a Specific Speech Goal Statement Contain?

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

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

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

IEP Goal Writing for Speech Language Pathologists

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

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

Here’s a bit more on functionality:

Writing Speech Therapy Goals Also Has to be Functional

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

Here’s the thing, though.

Speech Therapy Goals Need to Be Functional

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

Examples of Long Term Goals for Speech Therapy

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

The Impact of Good Speech Goals

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

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

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

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

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

Addressing Speech Therapy Goals Throughout Sessions

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

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

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

More Speech Therapy Goal Writing Resources:

Using the Curriculum to Formulate IEP Goals

Writing Measurable Goals

Also! Read what we wrote on  Sequencing Goals

Choose the right goals for your bilingual learners!

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

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How to Write Measurable and Innovative Speech Therapy Goals

• June 12, 2023

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

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Speech Therapy Goals

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

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

Speech Therapy Goals for Articulation

Below are some example goals I might write for articulation:

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

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

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

Progress Monitoring Speech Goals

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

Speech Therapy Goals for Fluency

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

Here are some of my example fluency goals:

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

Speech Therapy Goals for Expressive Language

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

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

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

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

Vocabulary Speech Therapy Goals

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

Syntax Speech Therapy Goals

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

Pragmatic Speech Therapy Goals

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

Speech Therapy Goals – Autism

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

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

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

Speech Therapy Goals – Social Skills Group

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

For more information on speech therapy goals:

Grammar Goals for Speech Therapy from The Pedi Speechie

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

SMART Goal Bank: Elementary from The Speech Bubble SLP

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

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Understanding and Implementing Effective Speech and Language Therapy Goals: A Comprehensive Guide for Educators and Clinicians

Speech and Language Therapy Goals Guide with Examples

Introduction: Bridging Gaps with Targeted Goals

Speech and language therapy represents a vital intervention for individuals facing communication challenges. This guide delves into the intricacies of setting and achieving effective speech therapy goals, particularly for those with autism and expressive language difficulties. We begin with a case study: Emily, a 7-year-old girl diagnosed with autism spectrum disorder (ASD), who embarked on a journey of transformative speech therapy.

Speech and Language Therapy Goals: Foundations and Significance

What constitutes speech and language therapy goals.

Speech and language therapy goals are tailored objectives designed to address specific communication deficits. These goals encompass a range of skills, from articulation to language comprehension, relevant to the individual's needs.

The Importance in Educational and Clinical Settings

In educational and clinical settings, these goals provide a roadmap for therapists and educators. They guide intervention strategies, ensuring that therapy is focused and measurable.

Speech Therapy Goals for Autism: A Focused Approach

Tailoring goals to meet the unique needs of autism.

Individuals with autism often face unique communication challenges, such as difficulties in social interaction, language delays, and atypical speech patterns. Speech therapy goals for autism are thus tailored to address these specific needs.

Case Study Insights: Emily's Journey

Emily's therapy focused on improving her social communication skills, enhancing her ability to initiate conversations, and understanding non-verbal cues. Her goals were carefully crafted to address these areas, leading to significant improvements in her daily interactions.

Examples of Speech Therapy Goals for Autism

Specific: Develop basic turn-taking skills during conversations. Measurable: Participate in 5 turn-taking exchanges during a 10-minute activity. Achievable: Use role-playing games and social stories in sessions. Relevant: Turn-taking is essential for social interaction. Time-bound: Target to reach this goal in 6 weeks.

Specific: Increase the use of functional communication phrases, such as requests. Measurable: Independently use 5 different phrases in a session. Achievable: Implement Picture Exchange Communication System (PECS). Relevant: Functional communication is vital for autonomy. Time-bound: Achieve this within 2 months.

Speech Therapy Goals for Expressive Language:

Expressive language goals: what are they.

Expressive language goals focus on improving an individual's ability to convey thoughts, feelings, and ideas effectively. These goals are crucial for individuals who struggle to express themselves verbally.

Tools and Strategies for Achieving Expressive Language Goals

Therapists often employ various tools and strategies, such as picture exchange communication systems (PECS) and role-playing, to enhance expressive language skills. These methods were instrumental in Emily's progress.

Examples of Speech Therapy Goals for Expressive Language

Specific: Expand sentence length from 2 to 4 words. Measurable: Construct 4-word sentences in 70% of attempts. Achievable: Utilize picture cues and sentence-stretching exercises. Relevant: Longer sentences improve expressive communication. Time-bound: Set a goal for 2 months.

Specific: Enhance storytelling skills by retelling simple stories. Measurable: Accurately retell a story with a beginning, middle, and end. Achievable: Use visual aids and repeated story sessions. Relevant: Storytelling enhances narrative skills. Time-bound: Aim to achieve this in 3 months.

Building an Effective Speech Therapy Goal Bank

The role of a speech therapy goal bank.

A speech therapy goal bank serves as a comprehensive repository of potential goals and objectives. It aids therapists in selecting and customizing goals that align with the specific needs of their clients.

Incorporating a Preschool IEP Goal Bank

For preschool-aged children, incorporating goals from a preschool IEP goal bank ensures that therapy aligns with educational objectives, fostering a cohesive approach to intervention.

Semantic Goals for Speech Therapy: Enhancing Understanding

The essence of semantic goals.

Semantic goals in speech therapy focus on improving understanding and use of vocabulary, concepts, and sentence structure. These goals are critical for developing higher-level language skills.

Applying Semantic Goals in Therapy

In Emily's case, semantic goals were integrated to enhance her vocabulary and sentence construction abilities, which significantly improved her expressive language skills.

Examples of Semantic Speech and Language Therapy Goals

Specific: Increase vocabulary by introducing 10 new words related to daily activities. Measurable: Track the child's ability to correctly identify and use these words in sentences. Achievable: Aim to achieve this within 4 weeks using visual aids and repetition exercises. Relevant: This goal is relevant for enhancing daily communication skills. Time-bound: Set a review date in 4 weeks to evaluate progress.

Specific: Improve articulation of the /s/ sound in all positions of words. Measurable: Achieve 80% accuracy in structured activities. Achievable: Use drills and feedback during 30-minute sessions, twice a week. Relevant: Correct articulation is key for clear speech. Time-bound: Aim for this level of proficiency in 3 months.

The Path Forward in Speech and Language Therapy

In conclusion, setting specific, tailored speech and language therapy goals is crucial for effective intervention, especially for individuals with autism and expressive language challenges. Emily's case is a testament to the transformative power of well-structured speech therapy goals.

In this comprehensive guide, we explored the foundations of speech and language therapy goals, focusing on autism and expressive language. By leveraging tools like the speech therapy goal bank, preschool IEP goal bank, and focusing on semantic goals, therapists and educators can offer targeted, effective support. As we continue to advance in our understanding and techniques, the potential for aiding individuals with communication difficulties grows ever more promising.

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

Understanding IEP Goals in Speech Therapy: A Comprehensive Guide

Key takeaways.

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

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

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

What are IEP goals?

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

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

Components of effective IEP goals in speech therapy

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

1. Specificity and clarity

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

2. Measurability and observable criteria

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

3. Relevance and functional applicability

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

4. Realistic and achievable expectations

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

5. Timeframe and progress monitoring

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

Types of IEP goals in speech therapy

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

A. Language goals

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

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

B. Articulation and phonology goals

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

C. Fluency goals

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

D. Voice goals

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

Writing IEP goals in speech therapy

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

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

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

B. Considering the student’s strengths and weaknesses

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

C. Using the SMART framework for goal writing

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

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

Monitoring and evaluating progress towards IEP goals

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

A. Collecting data and tracking progress

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

B. Regular communication and collaboration with the SLP

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

C. Modifying goals as needed

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

Tips for parents and caregivers

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

A. Understanding the IEP process

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

B. Advocating for appropriate and meaningful goals

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

C. Supporting speech therapy at home

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

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

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Different By Design Learning

with Shawna Wingert

Speech Therapy Goals: A Step By Step Guide

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

Speech Therapy: Getting Started

Table Of Contents

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

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

How Do Speech Therapists Create Goals?

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

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

What Are The Different Types Of Speech Therapy Goals

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

• Expressive Language
• Receptive Language
• Articulation
• Social Pragmatic

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

Expressive Language Goals In Speech Therapy

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

Here are some examples of expressive language goals:

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

Receptive Language Goals

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

These are examples of receptive language goals:

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

Examples Of Articulation Goals In Speech Therapy

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

Here are examples of articulation goals in speech therapy:

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

Fluency Goals

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

Fluency goals in speech therapy include:

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

Social Pragmatic Language Goals In Speech Therapy

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

Typical social pragmatic goals include:

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

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

Examples Of Speech Therapy Goals In Practice

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

More Speech Therapy Resources

Speech Therapy For An Older Child

Speech Therapy At Home

Fig urative Language Activities

Allusion Sentence Examples And Activities

Thanks For Sharing!

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

You can find her online here at DifferentByDesignLearning.com.

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Canva for SLPs

Resources to Target Speech Therapy Goals and Objectives

07/25/2023 by Zuzel Brescher

Are you looking for free and editable resources to help your students measure their speech therapy goals? Canva has so many activities and worksheets that you can use to help your students understand, measure and track their goals. Keep reading till the end to get all the free templates to help your students understand their specific goals.

Target Speech and Language Goals with Canva

In Canva, speech-language pathologists can effortlessly create engaging materials, like flashcards, worksheets, and visual aids for your therapy sessions. There are a wide array of templates, customizable layouts, and images and graphics to target IEP goals. Whether you’re targeting  articulation  or  languag e, you can find fun and engaging helpful resources for your students.  Conversely, here are some of the goals you can work on:

Vocabulary Speech Therapy Goals:

Vocabulary speech therapy goals are all about building up your student’s word bank and expanding their word knowledge. When your students have a limited vocabulary, it is harder for them to express themselves in complete sentences. You might hear them using word fillers (such as “uhm”) or use non-specific words (i.e., “this” and “that”). Improve their overall language skills by working on vocabulary.

Introduce new words through different activities such as reading aloud stories and books with rich vocabularies. You can try playing games that involve word recognition and categorization, or using flashcards to learn new words. You can also provide clear definitions and examples of how to use the new words in context.

Syntax Speech Therapy Goals:

Working on syntax with your students can help improve their sentence structure and grammar. When you use Canva to target syntax, you’ll help your students create more coherent sentences.

Semantics Speech Therapy Goals:

Semantic speech therapy goals are all about expanding understanding and expression related to the meanings of words – what they represent. This includes enhancing skills in word categories like nouns, verbs, and adjectives. Explore synonyms and antonyms so they can have a robust vocabulary.

You can also target figurative language, like metaphors and similes. This is a great way to unlock creative expression in writing. Explore analogies to strengthen logical reasoning. Overall, semantic speech therapy aims to foster comprehensive language skills and facilitate effective communication.

Expressive Language Speech Therapy Goals:

These goals help your students express their thoughts, feelings, and ideas clearly and effectively. Students working on expressive language skills might use simple sentences. When you target expressive language goals, you’ll expand your student’s vocabulary. You’ll also help them with using more descriptive language and forming grammatically correct sentences. By setting expressive language speech therapy goals, you’ll boost your student’s confidence and ability to communicate with their friends and teachers. 

Receptive Language Speech Therapy Goals:

Listening is a key part of communication, and that’s where receptive language speech therapy goals come in. These goals focus on improving your student’s ability to understand spoken language and follow instructions. If they’re struggling to process auditory information, t arget receptive language goals. This will make a big difference by boosting their overall communication skills.

Pragmatic Speech Therapy Goals:

Pragmatic speech therapy goals include skills like turn-taking, initiating conversations, maintaining eye contact, joint attention, understanding body language, facial expressions, and using appropriate gestures. When you set pragmatic language goals, you can help your students through social interactions. Then, they will improve their conversational skills in social situations.

Articulation and Phonology Goals:

Did you know, you can target articulation goals and phonology goals in Canva? With Canva, you can create a treatment plan, as well as visuals and interactive activities. This will help improve their articulation skills.  There are tons of templates that target speech goals at the word level in Canva.

If you want to know more about specific goals that can be included in these areas, read below! If you want more, also leave a comment. I will create a blog post about sample goals you can use with your students that have specific needs.

Infographics for the Speech-Language Pathologist

To get more information about all of the different areas a speech therapist can target goals in a school setting, check out this infographic. It outlines which speech and language goals are commonly addressed. Hang up this infographic in your speech room or throughout your school!

Phonological Processes Infographic:

• This infographic includes information about the 7 most common phonological processes in speech therapy with examples. The following processes are currently on the infographic: backing, final consonant deletion, fronting, weak syllable reduction, cluster reduction, deaffrication, and gliding.
• You can edit this free template to include any other phonological processes that you feel should be included!

Speech-Language Pathologist Infographic :

• This speech infographic details some of the areas within the SLP’s scope of practice with a brief description for each one.
• The following are the areas included in this infographic: articulation (speech sounds), language, fluency (stuttering), pragmatics (social communication), voice, and dysphagia (feeding).
• This infographic can be printed at home and placed in your office, school, or classroom to inform students and teachers about what you work on in therapy

Why is it important for students to understand their speech and language therapy goals?

It’s so important for students to understand their goals in speech therapy! 🎯 When students understand their goals, they become engaged in therapy.  This is the best way to make them feel in control and empowered. They will feel excited and will want to improve as much as possible. 🗣️💪 

Which Canva Designs Can You Use to Track Goals?

Actually, there is good news! There are tons of Canva templates for speech therapists that can help your students understand their goals. Conveniently, you can download all of these resources into a printable PDF. Your next step is to look through this collection of templates: 

Setting Goals Worksheet

This simple goal setting worksheet is a creative way to inspire your students to think about their goals . This template incorporates the word “GOAL,” and asks the student to write the goals they would like to accomplish inside of the word “GOAL”. Then, they’ll have to write how exactly they will measure their goals. With this worksheet, students can:

• Brainstorm Goals: Generate ideas related to their desired outcomes.
• Reflect on Progress: Revisit the worksheet to review and reassess their goals periodically.

Goals for Speech Therapy Worksheet

Help your students own their progress with this Goals for Speech Therapy Worksheet. This template helps students identify their speech and language goals, which makes therapy sessions more engaging and student-driven. When students actively participate in setting their objectives, it fosters responsibility and motivation to smash them! 🎯 This template is available in both English and Spanish (for your ELL students!).

Keeping Track of My Speech Therapy Goals

Check out this awesome worksheet called “ Keeping Track of My Goals “! It’s super colorful and interactive, perfect for students in speech therapy. They can mark their progress by recording the date and coloring in squares based on correct answers. It’s a fun way to visually track improvement. And once they hit 100%, they know they’ve crushed their goal! This worksheet not only looks cool but also motivates students to aim for bigger achievements. This template is available in both English and Spanish .

Speech Therapy Goals Punch Card

Here’s an  alternative  that works great for younger students up to the fourth grade. Younger students, especially, love positive reinforcement and rewards. The Goal Punch Card template on Canva makes tracking and rewarding progress super fun for your students. With this template, you can:

• Set Milestones: Define specific milestones towards the ultimate goal.
• Reward Achievements: Offer a new punch on the card whenever a milestone is reached.
• Boost Motivation: Encourage students to complete tasks to earn their rewards.

These Speech Therapy Goals Punch Cards are perfect for tracking goals in a fun and simple way. It’s a great visual tool that helps students to stay on track with their goals. The punch card has boxes for them to mark off when they complete each goal. Each box represents a certain level of success, and once all the boxes are filled, they know they’ve achieved their goal! It also encourages students to aim higher and work towards bigger goals. This punch card is available in Canva for free!

SMART Goal Setting Reading Comprehension Worksheet

Smart goals poster.

Here is a handy poster that you can use with your high school and middle school students so they can understand what a  SMART goal  is.

What is a SMART goal?

A SMART goal is one that is Specific, Measurable, Achievable, Relevant, and Time-bound. These are the key elements that help in creating goals that are clear, well-defined, and actionable. By incorporating these attributes into your goal-setting process, you make it easier to track progress along the way. So, remember, when setting goals, be SMART! 😊

Now that you have downloaded the poster, it’s time to have your students understand what a SMART goal is.

To begin with, this worksheet starts by explaining what a SMART goal is – Specific, Measurable, Achievable, Relevant, and Time-bound. The worksheet then walks them through the steps of writing their own SMART goal. It gives some examples to help students understand each step better as they work through it. At the end of the worksheet, there’s space for reflection, encouraging students to evaluate their learning process and think critically. This worksheet is a fantastic tool to help students identify and achieve meaningful goals in their studies! Check it out today!

Here is a goal bank with some examples of SMART goals you can use in your speech room:

SMART Expressive Language Therapy Goals

• Within 3 months, the student will improve their use of descriptive language by incorporating at least three adjectives in each spoken sentence, at least 70% of the time. The student will be provided with moderate visual prompts, as measured during conversations with the speech pathologist.
• By the end of the quarter, the student will improve their expressive language skills by using conjunctions (i.e., and, but) to create compound sentences in a structured situation with minimal cueing, 60% of the time.

Receptive Language Therapy Goals

• ​By the end of the marking period, the student will improve receptive language skills by identifying 15 new words related to science at least 60% of the time when provided with minimal cueing, as measured by informal criterion-referenced tests created by the speech pathologist.
• Within 6 weeks, the student will improve their receptive language skills by following familiar single-step directions that do not include modifiers with at least 60% accuracy, as measured during unstructured situations in the speech therapy room. 
• By the end of 4 months, the student will improve their receptive language skills by understanding and identifying correct responses to wh- questions (i.e., who, what, when, where), with 70% accuracy provided with moderate visual and verbal cueing and measured by a criterion-referenced informal assessment provided by the speech pathologist. 
• By the end of the school year, the student will improve receptive language skills by using context clues to understand the meaning of unknown words in conversation. The student will attain at least 70% accuracy, as measured by informal assessments created by the speech pathologist.

SMART Articulation Therapy Goals

• ​Within 6 weeks, the student will improve articulation skills by accurately producing the /r/ sound in the initial position of words with 80% accuracy. The student will be provided with visual cues by the speech pathologist in conversational speech. 
• At the end of the marking period, the student will improve articulation skills by producing the /s/ sound in the final position of words in short sentences provided by the speech pathologist with 70% accuracy and a moderate visual and verbal cue. 

Phonological Processes Therapy Goals:

• Within 6 months, the student will improve intelligibility by reducing the use of final consonant deletion at the word level in at least 80% of the target words presented by the speech pathologist when provided with moderate visual cues. 
• At the end of the marking period, the student will improve intelligibility by reducing the use of consonant cluster reduction in the initial position of words with 70% accuracy when presented with picture cards and/or worksheets and given moderate cues.

SMART Pragmatic Language Therapy Goals:

• Within 3 months, the student will initiate at least three conversations with peers during recess or lunchtime to improve social communication skills, 40% of the time in unstructured conversations, as measured by their peer using a conversational skills rubric. 
• By the end of the marking period, the student will improve social communication skills by taking turns independently, 80% of the time, as measured during a game in group therapy sessions.
• Within 3 months, the student will identify and label emotions in themselves and others in group therapy sessions with 70% accuracy, as measured by informal assessments provided by the speech pathologist. 

• Within 3 months, the student will improve expressive language skills by correctly using subject-verb agreement in sentences with 90% accuracy in structured language exercises as measured by informal assessments provided by the speech pathologist. 
• By the end of the current IEP, the student will improve expressive language skills by increasing sentence complexity at least 50% of the time.  The student will increase sentence complexity by using at least two prepositional phrases in their sentences during unstructured conversations with the speech pathologist. 
• By the end of the school year, the student will correctly use possessive pronouns in structured conversations approximately 50% of the time, as measured during speech therapy sessions. 
• By the end of the marking period, the student will increase their expressive vocabulary by practicing context clues to infer the meanings of unfamiliar words found in reading materials provided by the teacher.  The student will correctly identify the meaning of these words approximately 60% of the time with moderate cues. 
• By the end of 3 months, the student will improve their vocabulary skills by using the EET to describe unfamiliar vocabulary words with 50% accuracy when provided with moderate verbal and visual cues.
• By the end of the semester, the student will correctly identify 20 common objects with 50% accuracy when provided with moderate phonemic cues and provided with pictures of these common objects. 
• Within 6 months, the student will improve their vocabulary skills by identifying vocabulary related to time and sequence approximately 60% of the time. The student will be provided with moderate cues and reading materials from the classroom teacher

Embrace creativity with Canva templates to streamline your work as a speech pathologist. These specially designed templates can be great data collection tools to track language development, social skills, and short story comprehension. There are so many more short-term objectives you can target with these templates, such as figurative language and main idea. By using these templates, you’ll save time and provide your students with a more engaging and personalized learning experience. Take the first step towards a more productive and fulfilling speech therapy journey with Canva templates today!

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• Jan 23, 2023

Speech Goals & How to Meet Them

Updated: Jun 30, 2023

If you’ve been given a speech and language evaluation or progress report lately, you may have seen goals for your child’s speech and/or language therapy. These therapy targets are meaningful statements, written in a specific way that guide speech and/or language treatment. Below is your complete guide to speech and language goals including: what they are, why we write them, where they come from, and how to meet them.

Answers to our most-asked speech goals questions:

What are speech goals.

Speech goals are specific targets for the child’s speech and/or language skills during treatment.

Where do they come from?

Speech therapy goals are created from a variety of factors including: parent/caregiver concerns, formal and informal testing results, and the speech-language pathologist's (SLP's) expertise.

Why do SLPs write goals?

We write speech and language goals to document objectives in therapy. Goals are unique to each child and are meant to be transferrable between therapists if needed. Just as a teacher leaves their notes to substitute teachers, we SLPs leave notes for both other SLPs and professionals. If other professionals are on the child’s support team (think teachers, OT, PT, reading support), parents often share our reports with them, too! In doing so, everyone knows exactly what we’re working on in speech!

where can I find them?

In our evaluation and progress reports, you’ll find your child’s speech and language goals at the end of the report under the “recommendations” heading. If your child is receiving speech therapy in school or through another organization, check the latest report you’ve received, and ask your child’s SLP if you have any trouble finding them.

How are goals targeted?

Goals are targeted using different methods depending on the area of the goal, research-based evidence, caregiver input, SLP experience, and the unique needs of the child.With toddlers, it may be completely play-based. With speech sound production in older children, therapy may include more drilling during game time. Talk with your SLP to see how they'll uniquely target each of your child's goals!

When are speech goals considered “met”?

Yay! Your child is on their way to meeting their speech goals. If you read the written goal, an accuracy level will be provided and will let you know exactly when a goal is considered "met" or "mastered". See our goal examples below for common criteria levels used to mark "meeting" a goal!

Moving on...

Now that you’ve learned where goals come from, why we write them, and where to find them, let's go over a few examples. Below we’ll provide a few common speech therapy goals you might find in your child’s evaluation or progress report. If your child's goals don’t look exactly like the examples, that's ok too. Speech and language goals cover a variety of areas and should be unique to each child.

Examples of common speech and language goals:

Speech Sound Goal: (Child's name) will produce /s/ in all positions of the word at the sentence level with 90% accuracy, independently.

Language Goal: (Child's name) will use the regular past tense (e.g. " -ed") and the irregular past tense (e.g. "ran") at the conversational level with 90% accuracy given an expectant look and/or extended wait time.

Pragmatic Goal: (Child's name) will participate in conversations of preferred interests, using at least three turns in 4 out of 5 opportunities, when given a visual cue (e.g. conversation train visual).

A note on language:

At Speech SF, we use “approachable” goals and language over “avoidance”. Avoidance goals and language revolve around diminishing a certain behavior or trying not to fail. We’d rather reframe this and encourage the child to work toward a positive outcome (i.e. approachable goals). Approachable goals and language are positive and reflect working toward gaining new skills. An example we use in our language during speech therapy sessions is labeling “new” and “old” sounds, instead of “good” or “bad”. Our goal in using this language is to increase the child’s confidence in their speech skills and to create a positive, encouraging therapy experience.

Speech Sound Production Hierarchy Example:

Sound by itself

In syllables

In all positions of a word

In sentences

While reading aloud** (if reading)

While narrating

When answering questions

In conversation with the SLP

Carryover: Sound in all positions in conversation with a variety of conversation partners and settings

Cuing Hierarchy Example:

Coarticulation: saying it together

Imitation: saying it after a model

Verbal and visual cues

Verbal cues

Visual cues

Gestural cues

Extended wait with/without expectant look

Independently

What's next?

You've learned all about speech goals! We hope this information is helpful when reviewing speech and language report goals. Looking for an explanation of speech and language evaluation, progress, and exit reports? We've got you covered.

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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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Expressive Language Goal Bank

• (client)  will independently  label age-appropriate objects  with 80% accuracy for 3 data collections.
• (client)  will  name a described object  with 80% accuracy for 3 data collections.
• (client)  will  name 5 items from a category  with 80% accuracy for 3 data collections.
• (client) will imitate 1-2 word utterances 10x times per session for 3 sessions.
• (client)  will  imitate 10 different two word phrases  to request, protest, comment, or get attention over 3 consecutive sessions.
• (client)  will  use a carrier phrase to form a simple sentence  given picture cues in 80% of opportunities for 5 data collections.
• (client)  will use  2-3 word phrases in 80% opportunities to participate in play and shared book reading  for 3 data collections.
• (client)  will produce  3-4 word phrases to request, protest, and/or comment  10x per session for 3 consecutive sessions.
• (client)  will produce a complete, relevant sentence  about a given stimuli in 80% of opportunities for 3 data collections.
• (client)  will produce complete, grammatical sentences of 4+ words within structured activities in 80% pf opportunities for 5 data collections.
• (client)  will increase sentence length using modifier words or phrases (adjectives, prepositions, etc.) when prompted in 80% of opportunities for 3 data collections.
• (client)  will  use descriptive concept words  (color, size, shape, etc) with 80% accuracy for 5 data collections.
• (client)  will  use spatial concept words  (in, on, next to, etc) with 80% accuracy for 5 data collections.
• (client)  will  use temporal concept words  (now, yesterday, next week, etc) with 80% accuracy for 5 data collections.
• (client)  will use quantitative concept words (all, some, rest, etc) with 80% accuracy for 5 data collections.
• (client)  will produce modified noun phrases using color, shape, and/or size (e.g. blue ball) with 80% accuracy for 5 data collections.
• (client)  will tell how two things are the same giving attributes ie. category, color, shape, or function with 80% accuracy for 3 data collections.
• (client)  will answer what/where/when/who/why questions about pictures or play with 80% accuracy for 3 data collections.
• (client)  will  answer what/where/when/who/why questions during conversations  with 80% accuracy for 3 data collections.
• (client) will answer questions in concise manner without using circumlocution in 80% of opportunities across 3 data collections.
• (client)  will answer how questions accurately to include multiple steps (e.g. how do you brush your teeth? how do you make your bed?) with 80% accuracy for 3 data collections.
• (client) will retell stories to include 80% of relevant details across 3 data collections.

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53. Our Favorite Bug-Themed Picture Books in Speech Therapy The Literacy-Based Speech Podcast

Doing anything in a theme immediately makes it more fun! And using themed picture books to go over speech and language goals with your students is no exception. We’ve shared a lot of these types of episodes with you in the past because we love putting together lists of our favorite books to use with different themes. With the weather becoming nicer and kids spending more time outside and exploring nature, we knew this theme was perfect. So in today’s episode, we’re sharing our favorite bug-themed picture books to use in speech therapy. Resources Mentioned: Narrative Notes - BugsNarrative Notes - SpringKey Teaching Points - Theme (Including Bugs)Key Teaching Points - SpringBook Search - BugsFollow us on Instagram @literacybasedspeechtherapyWrite your review on Apple Podcasts! For the full book list and resources, head to the show notes: https://sweetsouthernspeech.com/podcast/favorite-bug-themed-picture-books

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Collaborative working in speech and language therapy for children with DLD-What are parents' needs?

Affiliations.

• 1 Research Center for Healthy and Sustainable Living, HU University of Applied Sciences Utrecht, Utrecht, The Netherlands.
• 2 Institute for Language Sciences, Utrecht University, Utrecht, The Netherlands.
• 3 Department of Education, University Medical Centre Utrecht, Utrecht, The Netherlands.
• 4 Center of Excellence for Rehabilitation Medicine, UMC Utrecht Brain Center, University Medical Center Utrecht, Utrecht, The Netherlands.
• 5 De Hoogstraat Rehabilitation, Utrecht, The Netherlands.
• PMID: 37715545
• DOI: 10.1111/1460-6984.12951

Background: Collaborative practice between therapists and parents is a key element of family-centred care and is essential if we want to address family priorities and needs in interventions. However, collaborative practice is challenging for speech and language therapists (SLTs) and parents. To facilitate collaboration, collaborative practices need to be implemented into speech and language therapy for young children with developmental language disorders (DLD) and their families. Actual change and implementation of collaboration in practice will be successful only when it corresponds with patients' needs, in our case the needs of parents of young children with DLD.

Aims: To explore parents' needs in their collaboration with SLTs during therapy for their young child with DLD.

Methods & procedures: Parents of children with (a risk of) DLD in the age of 2-6 years were eligible for participation. We recruited parents via SLTs. Twelve parents of children with DLD participated in semi-structured interviews about their needs in collaboration with SLTs. We used a phenomenological approach focusing on parents' lived experiences. We transcribed the interviews verbatim. All interviews were read/listened to and discussed by our parent panel, multiple researchers and the interviewer. Two researchers independently analysed the data using the reflective thematic analysis of Braun and Clarke.

Outcomes & results: The analysis of the interviews resulted in six themes: (1) knowing what to expect, (2) knowing how to contribute, (3) feeling capable of supporting the child, (4) trusting the therapist, (5) alignment with parents and children's needs, preferences and priorities and (6) time and space for asking questions and sharing information.

Conclusions & implications: Parents want SLTs to invest time in collaborating with them. Parents need SLTs to empower them to become a collaborative partner and enable them to support their child in daily life. Parents need knowledge about the therapy process and diagnosis and skills in how to support their child's language development. Also, they need emotional support to feel secure enough to support their child, to ask questions to therapists and to bring up their own thoughts and opinions in therapy. Parents' needs are in line with collaborative working as described in literature, which underlines the importance of implementing collaborative working in speech and language therapy for young children with DLD.

What this paper adds: What is already known on the subject Several reviews have explored parents' perspectives on speech and language therapy. Results reveal parents' experiences with speech and language therapy in general, and parents' perspectives on specific topics such as shared decision-making and parents/therapists roles in therapy. What this study adds This study adds insights into parents' needs to ensure collaboration with speech and language therapists (SLTs). Parents of young children with developmental language disorders (DLD) need SLTs to invest time to create optimal collaboration. It is important for parents to have enough knowledge about DLD and the SLT process, skills and confidence in how to support their child and opportunities to share thoughts and questions with SLTs. Our results underline the importance of parents being empowered by SLTs to become a collaborative partner. What are the clinical implications of this work? When children are referred to speech and language therapy, parents often venture into an unknown journey. They need support from SLTs to become a collaborative partner in speech and language therapy. Parents need SLTs to invest time in sharing knowledge, skills and power and align therapy to parents' and child's needs, preferences, priorities and expectations.

Keywords: DLD; collaboration; parents’ needs; speech and language therapy.

© 2023 The Authors. International Journal of Language & Communication Disorders published by John Wiley & Sons Ltd on behalf of Royal College of Speech and Language Therapists.

• Child, Preschool
• Language Development Disorders* / psychology
• Language Development Disorders* / therapy
• Language Therapy* / methods
• Parents / psychology
• Speech Therapy / methods

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• RAAK-MKB10.023/Taskforce for Applied Research SIA (Regieorgaan SIA)