speech therapy written language goals

SUBSCRIBE TO STAY CONNECTED!

Speech Room News

Speech & Language Therapy Resources

IEP Goal Bank

The following is a sample of some goals I write for students with communication disorders. Please feel free to bookmark this page and reference when writing goals and objectives. You make share a link to this page. You may not copy/paste this set of goal and share it as you own or post it in its entirety on a separate website. Happy Goal Writing!

Join the SRN newsletter!

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

Success! Now check your email to confirm your subscription.

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

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

How to Write Receptive Language Goals [with goal bank]

Receptive language goals target one’s understanding of language. It is the language that we interpret and comprehend. This post will provide tips and tricks on how to write goals to address receptive language in therapy, using the Communication Community Goal Writing Formula!

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

Save time creating goals with over THOUSANDS of possible goal combinations. Select your own combination of DO + CONDITION + CRITERION (and consistency) statements to develop personalized and measurable goals for your caseload.

Receptive language goals can be developed once an individual has been considered for speech-language intervention. Consideration involves a formal evaluation by a speech-language pathologist (SLP - hey, that’s us!).

In this case, the SLP has gathered information from the diagnostic assessments delivered during the evaluation(s) that hone in on the specific receptive language areas that show a delay or disorder. Receptive language areas may include (but are not limited to) receptive vocabulary, grammar, or following directions. Then, the goals are made!

For most individuals, the results from the evaluation may only warrant speech-language therapy for only a few skill areas (e.g., listening comprehension, following directions). Therefore, it is important that goals are written in a precise, measurable fashion so they are clear with what they are targeting. If an individual has adequate receptive vocabulary, then they do not need a goal for improving receptive vocabulary.

Writing Receptive Language Goals

Below you will find our Communication Community Goal Writing Formula that we use for writing all communication goals (e.g., receptive, expressive, pragmatic, etc.). This brief post will dive into receptive language goal making and even include a goal bank at the conclusion of the article!

As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement.

*Also commonly included is consistency (we incorporate this!). Aka does the individual have to meet a specific criterion more than once? A common example of this may include across 3 consecutive sessions . This is usually something understood by the therapy organization/service provider and is sometimes/sometimes not included in the written goal itself. This is to ensure that the skill has been generalized and provides more reliable data that the skill has been properly mastered.

DO statement

What the client is actually going to DO and the specific skill they will be working towards.

Example: identify similarities between 2 items

CONDITION statement

The specific setting and/or context your client will work on this skill.

Example: using real objects within a structured activity

CRITERION statement

How the client’s performance will be measured.

Example: in 9 out of 10 trials

DO + CONDITION + CRITERION

Example: [Client] will identify similarities between 2 items, using real objects within structured activities, in 9 out of 10 trials.

There you have it! An example using our Goal Writing Formula containing the DO + CONDITION + CRITERION (don’t forget to think about consistency!) for a receptive language skill area.

Receptive Language Goal Bank

For the purpose of this post, we have organized our receptive language goal examples to fall under some common receptive language domains that we see targeted in therapy.

Following Directions

-Example #1: [Client] will follow 5 multi-step directions, when delivered by a familiar communication partner (e.g., caregiver, therapist), in 4 out of 5 opportunities.

-Example #2: [Client] will follow 2-step directions containing temporal concepts (e.g., before, after), within a variety of natural environments, in 9 out of 10 trials.

-Example #3: [Client] will follow two 3-step written routines, within a structured activity, with 90% accuracy.

Grammar (syntax)

-Example #1: [Client] will select the appropriate irregular verb within written sentences, when presented within a multiple choice structured activity, in 9 out of 10 opportunities.

-Example #2: [Client] will circle the correct missing article in a written sentence, when presented with 2 choices within a structured activity, in 4 out of 5 trials.

-Example #3: [Client] will select the appropriate pronoun in a written sentence, when presented within a multiple choice structured activity, with 90% accuracy.

Categorical Concepts

-Example #1: [Client] will identify 1 similarity and 1 difference given a pair of items, within a multiple choice structured activity, in 9 out of 10 opportunities.

-Example #2: [Client] will select the word that does not correspond with the given category, within a multiple choice structured activity, in 9 out of 10 trials.

-Example #3: [Client] will sort pictures/objects into their assigned category for 5 separate categories, within structured activities, with 90% accuracy.

Semantics (vocabulary)

-Example #1: [Client] will identify the picture corresponding to the spoken word in a visual field of 4, within structured activities, in 4 out of 5 opportunities.

-Example #2: [Client] will identify the synonym for 10 pairs of words, within a multiple choice structured activity, in 9 out of 10 trials.

-Example #3: [Client] will select the definition of a given word for 25 words, within a multiple choice structured activity, with 90% accuracy.

Reading/Listening Comprehension

-Example #1: [Client] will circle 4 story elements (e.g., character, setting, problem, solution), when presented within a short story, in 4 out of 5 opportunities.

-Example #2: [Client] will select the correct response to the wh- question relating to a short paragraph, within a multiple choice structured activity, in 4 out of 5 trials.

-Example #3: [Client] will recall 2 events relating to a recent conversation, within an unstructured task, with 90% accuracy.

As you can see above, some of the goals are written very specifically and some are slightly broader - both are OKAY! However, it is always important to remember the main takeaway is that what you are targeting is MEASURABLE. So if you can accurately document in a report a measurable interpretation of the goal, you are adequately presenting the progress of the skill. If you are unable to do so… you might want to reframe the way you wrote the goal.

Feel free to check out our additional goal-related resources:

Subscribe to our site to have a first look at the ones to come!

• How to Write Pragmatic Language Goals
• How to Write AAC Goals
• How to Write Play Skills Goals
• How to Write Articulation Goals
• How to Write Expressive Language Goals
• How to Write Fluency Goals (Stuttering)
• How to Write Voice Disorders Goals
• How to Write Cluttering Goals
• How to Write Phonological Awareness Goals

Want to know how we prep ourselves for goal-writing (and more)?

These are some of our favorite resources for working:

• Clipboard with storage - we use ours ALL THE TIME!
• Some really nice pens - the feel of a pen that writes so well...priceless.
• Blue light glasses - for when excessive screen time is just...necessary

Happy writing!

This post contains some affiliate links and we may be (slightly) compensated if you use them, but all opinions are our own. We appreciate the support!

Citations/further resources:

https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/language-in-brief/

You might also like

Executive Functioning and Speech Therapy: Why is it Relevant to Treatment and Day-to-Day Life?

WH Questions for Speech Therapy: How to Target

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

How to Write Stuttering Goals [with goal bank]

10 Easy Spring-Themed Activities for Speech Therapy

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

Speech Therapy Goals

Why re-invent the wheel?

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

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

Speech Therapy Goal Bank

Articulation goals.

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

Articulation Goals – Sounds

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

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

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

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

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

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

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

Articulation Goals – Consonant Clusters

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

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

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

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

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

Phonology Goals

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

Phonology Goals for children ages 3+ – Syllabic

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

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

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

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

Phonology Goals for children ages 3+ – Substitution

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

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

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

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

Phonology Goals for children ages 5+ – Syllabic

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

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

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

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

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

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

Phonology Goals for children ages 5+ – Substitution

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

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

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

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

Receptive Language Goals

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

Receptive Language Goals – Vocabulary

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

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

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

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

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

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

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

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

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

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

Receptive Language Goals – Following Directions

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

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

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

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

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

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

Receptive Language Goals – Answering Questions

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

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

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

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

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

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

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

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

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

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

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

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

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

Receptive Language Goals – Other

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

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

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

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

Expressive Language Goals

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

Expressive Language Goals – Gestures/signs

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

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

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

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

Expressive Language Goals – Early Language

Will imitate vocalizations when requesting objects Imitará vocalizaciones cuando pide objetos

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

Will imitate duplicated syllables Imitará sílabas duplicadas

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

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

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

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

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

Expressive Language Goals – Vocabulary Development

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Utterance Expansion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Morphology

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

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

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

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

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

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

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

Expressive Language Goals – Syntax

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Narrative Development

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

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

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

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

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

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

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

Expressive Language Goals – Narrative Development for Older Students

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

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

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

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

Will distinguish between fact and fantasy Distinguirá entre fantasía y realidad

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

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

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

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

Expressive Language Goals - Compare and Contrast

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

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

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

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

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

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

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

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

Pragmatic Language Goals

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

Pragmatic Language Goals – General Communication

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

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

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

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

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

Pragmatic Language Goals – Play Skills

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

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

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

Will demonstrate symbolic play Demostrará el juego simbólico

Will demonstrate pretend play Demostrará el juego de fantasía

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

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

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

Pragmatic Language Goals – Joint Attention

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

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

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

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

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

Pragmatic Language Goals – Behavior/Expectations

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

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

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

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

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

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

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

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

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

Will maintain appropriate personal space Mantendrá el espacio personal apropiado

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

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

Pragmatic Language Goals – Conversation

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

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

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

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

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

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

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

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

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

Pragmatic Language Goals – Predictions/Inferencing

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

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

Fluency Goals

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

Fluency Goals – Desensitization

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Stuttering Modification Techniques

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Fluency Shaping Techniques

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Secondary Behaviors

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

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

Voice Goals

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

Voice Goals – Volume

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

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

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

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

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

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

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

Voice Goals – Resonance

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

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

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

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

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

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

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

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

Voice Goals – Pitch

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

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

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

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

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

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

Voice Goals – Breath Support

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

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

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

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

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

Voice Goals – Self-Awareness and Vocal Hygiene

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Need Speech and Language Goals in Spanish?

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

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

Speech Therapy Goals that Work Regardless of Home Language

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

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

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

How Many Ideas Should a Specific Speech Goal Statement Contain?

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

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

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

IEP Goal Writing for Speech Language Pathologists

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

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

Here’s a bit more on functionality:

Writing Speech Therapy Goals Also Has to be Functional

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

Here’s the thing, though.

Speech Therapy Goals Need to Be Functional

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

Examples of Long Term Goals for Speech Therapy

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

The Impact of Good Speech Goals

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

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

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

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

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

Addressing Speech Therapy Goals Throughout Sessions

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

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

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

More Speech Therapy Goal Writing Resources:

Using the Curriculum to Formulate IEP Goals

Writing Measurable Goals

Also! Read what we wrote on  Sequencing Goals

Choose the right goals for your bilingual learners!

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

Blog Sidebar

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

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

Find us on:

How to Write the Perfect Speech Therapy Goals for Expressive Language

• January 8, 2023

Speech therapy goals for expressive language 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 IEP goal writing so much easier. 

To gain access to my IEP goal bank and some of my other favorite freebies , sign up below!

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.

What is an Expressive Language Disorder?

An expressive language disorder is present when someone has difficulty with sharing their thoughts, ideas, and feelings; or they have difficulty using words in spoken and/or written language.

How to Write Speech Therapy Goals

Goals should be written to be specific, measurable, attainable, relevant, and time-based. Let’s break some of these down.

Specific – your IEP goals should be specific and define exactly what you were wanting to be accomplished. They should also specify who will accomplish it and what steps will be taken to accomplish it.

Measurable – your IEP goal should be measurable so that you can track progress and easily be able to tell when they are mastered.

Attainable – your IEP goal should be attainable. This means it’s a goal that the student can meet within a reasonable amount of time. This is typically within the school year or one calendar year. And remember it should be specific to the student. So if that student’s accuracy is currently at 0% an attainable goal for them may be 50 to 60%, not 80.

Relevant – your IEP goal should be related to the big picture. Ask yourself what you are trying to accomplish or what you want the student to accomplish with this goal. Whether it’s gaining access to grade-level material in the classroom or building the foundational skills they need in order to gain those age-appropriate skills. Make sure it is relevant to that student’s specific means, not just based on a norm-referenced test item.

Time-based – last but not least make sure your IEP goal is time-based. Have a date and time in which the goal is expected to be mastered. This could be by the end of the school year, by the next grade level, or by the IEP expiration date.

Goals for Expressive Language

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. I made it so 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. It includes ideas in my head as well as on paper. These are my go-to starting points when writing an IEP. These basic goals give me a good starting point. When writing my IEPs, 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. 

Speech Therapy Goals for Expressive Language Delay

Here is a general outline for some SMART goals:

• By the end of this IEP cycle, STUDENT will ________ in structured therapy tasks with ____% accuracy with visual cues only, as measured by therapy data and observations.
• By the end of this IEP cycle, STUDENT will apply _______ strategies in structured speaking tasks (e.g., answering questions, describing, story retell) in _____ out of 5 attempts independently as measured by therapy data and observations.

Expressive Language Goals for Kindergarten and Early Elementary

A lot of us write and work on “wh” question goals in therapy quite frequently.  One mistake I see a lot when reading these goals is that they are too open-ended and not specific enough.  There are so many different types of “wh” questions as well as ways to teach them.  I like to initially write my goals to work on one or two types (e.g., “who” and “what” as they are earlier to develop) in the context of a thematic unit.  So specifically teaching types of answers to who and what questions and the vocabulary needed. 

Then I move on to where, when, why, and how questions. These are more complex and can have different types of answers as well.  For example, “where” answers can be specific locations (e.g., Florida, grocery store) or prepositional phrases (e.g., under the chair).  How questions are typically the most complex and include other needed language skills as well. Skills such as describing (e.g., “How does it feel?”) or sequencing (e.g., “How do you build a snowman?”).

Here is an example of a basic “wh” question goal:

• During structured therapy tasks, STUDENT will answer “who” and “what” questions related to a thematic unit with 80% accuracy as measured by therapy data and observations.

For expressive vocabulary goals, I might write something like this:

• During structured therapy tasks, STUDENT will express word relationships (e.g., categories, functions, similarities, differences), given a sentence starter, with 75% accuracy as measured by therapy data and progress monitoring.

Expressive Language Goals for Upper Elementary

When writing vocabulary goals, I like to focus on the implementation and use of strategies instead of just focusing on learning new vocabulary words. I feel it is more important that the students we work with learn strategies. Strategies that they can apply to any material and any new vocabulary word instead of just memorizing words that they’ll probably forget later on.

Here is an example of how I write some of my 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, student product, and/or progress monitoring.

Another way I work on and write goals for “wh” questions is in relation to an orally read story.  I typically work on these skills within a unit to address story narrative goals as well.

Here are some examples of these types of “wh” questions and a general retell goal:

• During structured therapy tasks, STUDENT will answer “where” and “when” questions related to an orally presented story with 80% accuracy as measured by therapy data and observations.
• STUDENT will apply an organizational strategy to express 3-4 story grammar parts (e.g., character, setting, problem, ending) following an orally presented story in 3 out of 4 attempts as measured by therapy data and progress monitoring.

Speech Therapy Activities for Expressive Language

Now that you’ve written your goals for expressive language, it’s time to plan your expressive language activities to go with them.  There are so many options for activities to develop expressive language skills, these are some of my go-to ones. When it is time to write new goals, the first thing to do is get a baseline. When it is time to update old goals, make sure you have a recent progress monitoring point.

Language Baselines – Get the Most Bang for Your Buck!

One of the best ways to gather a variety of baseline data in a simple measure is to get a narrative retell sample.  During the first couple weeks of my back-to-school speech therapy sessions, I spend one day getting narrative samples from all of my students identified with a language delay or disorder. What does this look like? You may ask… or Who’s got time for that??  It’s not as daunting a task as it seems, I promise!

This is what I do:

Step 1: Choose a book with a clear complete episode (or multiple episodes). This includes a character, setting, initiating event/problem, feelings, action sequence, consequence, solution, and ending.  (For speech therapy activities for older students, you can also look at higher-level components such as dialogue, embedded episodes, inferences, etc.).

Step 2: Read this book to each of your groups for the day (without additional questioning, prompting, or guiding). That is so hard, I know! Let them know you will be asking them to tell you the same story at the end. So they need to listen closely.

Step 3: After finishing the story, pull each student aside and ask them to tell the story back to you as well as they can.  Do not prompt them. Encourage them to do their best while reminding them it is okay if they do not remember everything.

Step 4: Write down everything they say. Make sure to write it exactly as they have said it so you can mark grammar errors as needed.

Step 5: Review responses and mark the components the student has included and the ones they have left out.  Also, mark any grammatical errors and any transition words that they used.

And that’s it!

In one therapy session (with a little review time afterward) you have an overall picture of your student’s language content – vocabulary, sentence structure, and grammar.  This should give you a place to start for the year in therapy based on the language components that were left out (e.g., character names, feeling words, correctly sequenced actions, etc.), weak or repetitive vocabulary, and a variety of sentence structure (e.g., correct grammar use, past tense verb use, pronoun use, transition words, complex structure, etc.) or lack thereof.

Another must in my early back-to-school speech therapy sessions is a vocabulary baseline measure.  We all have loads of speech therapy vocabulary activities, but how well are we collecting data and measuring growth as we are teaching these vocabulary skills?

This is how I do it:

Baseline Measure: Ask the student to describe 3 items in a variety of categories (e.g., cat, banana, bus;  lion, chair, airplane, etc.) and write their response.  I mark their responses based on the variety of details they give (e.g., category, describing words, location, parts of a whole, composition, function) and score out of a possible 6 attributes.  Note: even if they name 7 parts, I give one point as it is just to mark that they included this type of attribute.  This is based on the vocabulary hierarchy and how we develop language.  I have found that typically, my students with a language delay often provide a function (and sometimes a part) or multiple words in these areas but no other attributes as they have not yet developed these skills.

This measure gives me an excellent place to start in therapy when focusing on vocabulary interventions. I address teaching the different attributes (e.g., category activities, work on adjectives) as well as how to include the variety of attributes as a whole.  In my district, we all have access to an Expanding Expression Tool by Sara Smith (which I LOVE and use all the time) but you can use a variety of activities to address these skills.  Side Note: If you ever have the opportunity to attend one of Sara’s presentations and/or purchase her kit, do it! She is amazing and has so many great ideas for therapy with the research to back it up.

I then use the same 3 words to progress monitor students in order to mark progress and update goals when needed.

Wordless Picture Books for Speech Therapy Goals for Expressive Language

I love using wordless picture books to work on describing and narrative retell.  Because you are not stuck to one storyline or one main character, you can work on multiple different storylines and take your therapy targets in any direction.  These are some things I might target with a wordless book:

• Character description (use visual strategies and/or graphic organizers)
• Setting description (use visual strategies and/or graphic organizers)
• Sequenced events – use the pictures to guide the story, have a student make it up, generate a story together, or you tell the story and have students retell it using the pictures
• Transition words
• Feeling words – use facial features to describe how they may be feeling
• Drawing conclusions

Coloring Pages Speech Therapy Goals for Expressive Language

My kids love to color so I developed these color-by-code language sheets that can be used in mixed groups or any therapy session to target a variety of goals.  They come in many different themes and I am creating new ones all the time.  Check out my articulation color by code sheets while you’re over in my store too !

For more speech therapy goals for expressive language ideas:

Goal Bank from The Speech Express

Expressive Language & Written Language Delays from Talk SLP LLC

Middle School Language Goals from Inventive SLP

https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/language-in-brief/

https://www.asha.org/public/speech/development/speech-and-language/

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

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

One Response

• Pingback: Why Do Our Speech Therapy WH Questions Techniques Need to Change for the Better? - kendall.patrick.slp

Leave a Reply Cancel reply

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

hi, I'm Kendall!

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

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

Let's Connect!

Access to the freebie library.

Join Pilot Waitlist

Home » Blog » General » Understanding IEP Goals for Expressive Language Development

Understanding IEP Goals for Expressive Language Development

Expressive language development plays a crucial role in a child’s overall communication skills. It allows them to express their thoughts, feelings, and needs effectively. For children with expressive language difficulties, an Individualized Education Program (IEP) can provide the necessary support and guidance. In this blog post, we will explore the importance of IEP goals for expressive language development and provide strategies for setting and achieving these goals.

Understanding IEP Goals

IEP goals are specific objectives that are designed to address a student’s unique needs and challenges. These goals are developed collaboratively by a team of professionals, including speech-language pathologists, teachers, parents, and other relevant individuals. The purpose of IEP goals is to provide a roadmap for the student’s educational journey and ensure that they receive the appropriate support and interventions.

When it comes to expressive language development, IEP goals play a crucial role in guiding the therapy process. They provide a clear focus and direction for speech-language pathologists and help track the student’s progress over time. Effective IEP goals for expressive language development are specific, measurable, achievable, relevant, and time-bound (SMART). They address the student’s individual needs and are aligned with curriculum standards.

Key Considerations for Developing IEP Goals

Developing effective IEP goals for expressive language development requires careful consideration of the student’s current skills and areas of need. Here are some key considerations to keep in mind:

Assessing the student’s current expressive language skills

Before setting IEP goals, it is essential to assess the student’s current expressive language skills. This assessment can be done through formal evaluations, informal observations, and discussions with the student and their parents. By understanding the student’s strengths and weaknesses, you can develop goals that are tailored to their specific needs.

Identifying specific areas of need

Once you have assessed the student’s expressive language skills, it is important to identify specific areas of need. This could include vocabulary and word retrieval skills, sentence structure and grammar, storytelling and narrative skills, or conversational skills and social language. By pinpointing these areas, you can create goals that target the student’s specific challenges.

Setting realistic and measurable goals

When developing IEP goals, it is crucial to set goals that are realistic and achievable. Goals should be challenging enough to promote growth but not so difficult that they become overwhelming for the student. Additionally, goals should be measurable, meaning that progress can be tracked and evaluated objectively. This allows for adjustments to be made if necessary.

Aligning goals with curriculum standards

IEP goals should be aligned with curriculum standards to ensure that the student is working towards grade-level expectations. By aligning goals with curriculum standards, you can help the student make progress academically while also addressing their expressive language needs. This alignment also facilitates collaboration between the speech-language pathologist and the student’s teachers.

Examples of IEP Goals for Expressive Language Development

Here are some examples of IEP goals for expressive language development:

Goal 1: Increase vocabulary and word retrieval skills

By the end of the school year, the student will be able to accurately use and retrieve a minimum of 100 new vocabulary words in spoken and written language across various contexts.

Goal 2: Improve sentence structure and grammar

By the end of the semester, the student will be able to produce grammatically correct sentences with appropriate subject-verb agreement, tense usage, and sentence structure in both spoken and written language.

Goal 3: Enhance storytelling and narrative skills

By the end of the quarter, the student will be able to retell a story or personal experience using appropriate sequencing, descriptive language, and cohesive narrative structure in both spoken and written language.

Goal 4: Develop conversational skills and social language

By the end of the year, the student will be able to initiate and maintain a conversation with peers and adults, using appropriate turn-taking, topic maintenance, and nonverbal communication skills in various social situations.

Strategies for Supporting IEP Goals

Once IEP goals for expressive language development have been established, it is important to implement strategies that support the achievement of these goals. Here are some strategies to consider:

Individualized therapy sessions

Provide individualized therapy sessions that target the specific areas of need identified in the IEP goals. Use evidence-based practices and incorporate a variety of activities and materials to engage the student and promote their expressive language skills.

Collaborating with teachers and other professionals

Collaborate with the student’s teachers and other professionals involved in their education to ensure that the goals are being addressed across all settings. Share strategies and resources, and communicate regularly to monitor progress and make any necessary adjustments.

Incorporating evidence-based practices

Incorporate evidence-based practices into therapy sessions and classroom activities. Stay up-to-date with current research and utilize techniques and strategies that have been proven effective in promoting expressive language development.

Monitoring progress and making adjustments as needed

Regularly monitor the student’s progress towards their IEP goals and make any necessary adjustments. This may involve modifying the goals, changing intervention strategies, or providing additional support as needed. Progress monitoring ensures that the student is making meaningful progress towards their expressive language development.

IEP goals play a vital role in supporting expressive language development for students with communication difficulties. By setting realistic and measurable goals, assessing the student’s current skills, and aligning goals with curriculum standards, educators and speech-language pathologists can provide the necessary support for the student’s growth. By implementing strategies such as individualized therapy sessions, collaboration with teachers, and incorporating evidence-based practices, these goals can be achieved effectively. Remember, every child is unique, and progress may vary. The key is to work together as a team and provide the necessary support and guidance to help the student reach their full potential.

If you’re looking for more guidance on social emotional learning and expressive language development, be sure to explore other blog posts on our website. Start your EverydaySpeech Free trial today and begin your journey towards supporting expressive language development in your students.

Related Blog Posts:

Pragmatic language: enhancing social skills for meaningful interactions.

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

Preparing for Success: Enhancing Social Communication in Grade 12

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

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

FREE MATERIALS

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

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

Get Started Instantly for Free

Complete guided therapy.

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

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

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

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

Notice About Our SEL Curriculum

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

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

75+ Receptive Language Goals Speech Therapy {Goal Bank}

If you’re a speech therapist looking for a massive list of receptive language goals for speech therapy this blog post is for you!

Below is a goal bank that you can use for your receptive language delay and hopefully make your workday a little easier today.

Visual Prompts

Using visual cues, such as a picture of an object when working on a child’s receptive language skills can be very helpful for our students with receptive language difficulties. In addition, you can use a helpful verbal cue or verbal prompts to help guide your student to the correct response.

Expressive Language Skills – Receptive Language Goals for Speech Therapy

If you’re a Speech Language Pathologist and are also in need of some IEP goals for an expressive language disorder be sure to check out my complete expressive language therapy goals over at my IEP goal bank.

Long-Term Goals – Receptive Language Goals for Speech Therapy

Below is a list of IEP goals for students diagnosed with a receptive language disorder. Perfect for my fellow Speech-Language Pathologist working in the school setting or private practice settings.

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 given category items by pointing/grouping pictures into categories with 80% accuracy in 4 out of 5 opportunities.

Following Directions

Given manipulatives (e.g., common objects, 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 a WH- question or multiple 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 the 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 the 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 the 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.

Categorizations

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.

Similarities

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

Differences

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

Multiple Meaning Words

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. 

SEE ALSO: 432+ Free Measurable IEP Goals and Objectives Bank

Speech therapy goals – short-term goals objectives.

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

Here are a few examples to help get you started.

If we take a sample goal:   Receptive Language Goals for Speech Therapy

“Given 3 to 5 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will select 2-3 objects or pictures that do not share that same attribute with 80% accuracy over 3 out of 4 consecutive sessions.”

• Reduced Number or Trials Required: The objective might be, “Given 3 to 5 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will select 1-2 objects or pictures that do not share that same attribute with 80% accuracy over 3 out of 4 consecutive sessions.” 
• Reduce Percentage of Accuracy: The objective might be, “Given 3 to 5 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will select 2-3 objects or pictures that do not share that same attribute with 70% accuracy over 3 out of 4 consecutive sessions.”
• Reduce Difficulty of Task: The objective might be, “Given 2 to 3 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will select 1 object or picture that does not share that same attribute with 80% accuracy over 3 out of 4 consecutive sessions.” 
• Reduce Number of Sessions of Accuracy: The objective might be, “Given 3 to 5 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will select 2-3 objects or pictures that do not share that same attribute with 80% accuracy over 2 out of 4 consecutive sessions.”

(Meaning out of 4 therapy sessions in a row. They used 3 to 4-word utterances 2 out of 4 or 50% of the time in order to mark that goal mastered.) 

As the speech pathologist, you are the specialist and you know your students and child’s ability best though, so just take the goals and simplify them into achievable steps for your child’s specific receptive language weaknesses.

Data Collection  – Receptive Language Goals for Speech Therapy

If you’re a classroom teacher or speech pathologist in need of data tracking forms while working on your student’s receptive goals for speech-language therapy then be sure to check out my IEP goal data tracking for progress monitoring forms .

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

Measurable Goals – Receptive Language Goals for Speech Therapy

Are you also looking for other speech goals? If so, be sure to check out my master list of IEP goals here . 

This list of goal writing ideas also includes the following speech pathology goals:

• Facial Expressions
• Body Language
• Figurative Language
• Final Consonants
• Prepositional Phrase
• Context Clues
• Articulation Goals (Single Word Level, Phrase Level, Sentence Level, and Conversation)
• Communication Device – Nonverbal Communication

These are just a few of the possible goal combinations listed on this master list of over 432 IEP goals .

SEE ALSO: 193+ Multiple Meaning Words Grouped by Grade + Free Worksheets

Typical development – receptive language goals for speech therapy.

Here is a great resource to review the typical receptive language communication milestones. 

• Speech & Language Development Norms by Freedom With Speech – Grab these developmental norms for both receptive language and expressive language. 

Receptive Language: Free Activities List

Are you in need of additional free receptive language activities? Then you’ve come to the right place because I’ve done the searching for you! 

Check out the following free resources for even more activities to help get you started on your child’s receptive language goals.

Complex Sentences

Here are some freebies to work on your child’s complex sentences.

• Complex Sentence Guided Practice by Teacher’s Pet Vibes Heather Huffman – Have your students practice how to break down a complex sentence.
• Complex Sentence Writing Template {Freebie} by Nicole Allison – Use this writing template to create complex sentences. The best part this freebie comes with 3 different levels!

Expressive Language Difficulties

If you have students who are also working on their expressive language skills be sure to check out these free resources below to help with their expressive language problems.

31 Best Wordless Videos to Teach Problem Solving, Answering WH-Questions, Story Retell/Sequencing, and Making Predictions/Inferences by Speech Therapy Store – This fun activity is perfect for story sequencing and retelling of a story.

133+ Categories List for Speech Therapy by Speech Therapy Store – Working on categorization is another great expressive language skill. Here is a complete list of categories broken down into different levels.

141+ Categories for Concentration {Free Printables!} by Speech Therapy Store – Who doesn’t love the game concentration or memory? Here are 4 free printables to play concentration or memory while working on categorization.

63+ Best Category Games for Speech Therapy by Speech Therapy Store – Check out this list of the best category games for your next therapy session. 

35+ Activities to Teach Categories for Speech Therapy by Speech Therapy Store – Here is a list of great activities to use when teaching categorization!

Short Story

Another strategy to work on syntax and receptive language development is to use short stories.

• Free Fictional Short Stories for Listening Comprehension by Talking with Rebecca – Use this resource to work on multiple different targets – wh questions, inferences and predictions, or context clues, yes/no questions, and vocabulary.
• Short Stories & Pictures Writing Prompts, 2 Writing and 2 Response Options by readfactor club – Grab this free resource and read the short stories and then answer wh questions or practice story retelling.

Answer Questions

If you have any students working on answering questions be sure to check out these free resources.

179+ Free Speech Therapy WH Questions Printable by Speech Therapy Store – You won’t want to miss this awesome free printable pdf with real photos!

197+ WH-Questions Activities List by Speech Therapy Store – If you’re in need of a ton of different daily activities be sure to check out my complete list.

31+ What Questions for Speech Therapy + Wordless Videos by Speech Therapy Store – If you have students working on “what” questions I’ve created 3 interactive quizzes with flash cards that are perfect for my special education students. 

31 Best Wordless Videos to Teach Problem Solving, Answering WH-Questions, Story Retell/Sequencing, and Making Predictions/Inferences by Speech Therapy Store – This is one of my all-time favorite resources that I’ve ever made on this website. It’s perfect for a small group setting and it takes a difficult task for some of our students and turns it into a fun activity. This lesson plan was used on a regular basis in my therapy room!

253+ Yes or No Questions for Speech Therapy by Speech Therapy Store – This is a great activity to work on functional communication of answering yes or no questions. It comes with real pictures providing minimal cues to help aid our students’ language development.

Do you have a child or student who loves to play games in therapy? Here are a few of my best resources for games to work on your child or student’s receptive language skills.

29+ Best Speech Therapy Board Games by Speech Therapy Store – You won’t want to miss this list of board games that are perfect for speech therapy along with different ways in which you can use the games within your next therapy session.

21 Best Reinforcement Games for Speech Therapy and Teletherapy by Speech Therapy Store – Here is a list of my favorite reinforcement games that are all digital resources.

917+ Best Free Boom Cards for Speech Therapy by Speech Therapy Store – If you have a child or student who loves Boom Cards you won’t want to miss this blog post that is divided into different skill areas and has a complete section just for receptive language.

41 Free Online Speech Therapy Activities by Speech Therapy Store – Here is a complete list I created of different online resources that would be perfect for a digital therapy session or for a student who is highly motivated by using the computer for therapy.

Structured Language Activities

The first step I like to use when working on receptive language skills is to start with a structured activity.

Best FREE Interactive PDF for Speech Therapy All-in-One by Speech Therapy Store – This resource is amazing for anyone looking for a complete receptive bundle that covers multiple skills, such as Yes/No Questions, WH-Questions, Pronouns, Synonyms, Antonyms, Categories, Regular/Irregular Past Tense Verbs, Compare/Contrast, Describing/Attributes, & Multiple Meaning Words.

Technology Bundle Freebie by Speech Therapy Store – Here is the same amazing bundle as the one above but this bundle is centered around a technology theme!

Vocabulary Word

If you have students working on their vocabulary skills here are a few resources that you might find helpful for your special needs students. 

2,000+ Core Tier 2 Words + PDF List by Speech Therapy Store – Here is an amazing list of tier 2 words divided by grade to give you a great list of vocabulary words to work through.

17 Best Vocabulary Goals for Speech Therapy + Activities by Speech Therapy Store – If you’d love 14 free sample pages of my complete comprehensive treatment plan for tier 2 vocabulary words, you’ll want to check out this blog post!

Correct Sentence

Another fun structured activity is to have your students practice correcting a sentence.

• Free Daily Sentence Editing / Correcting Worksheets by The Teaching Rabbit – Have your students practice fixing sentences with these 10 pages.
• Freebie Fix Em Up No Prep Sentences for Students to Edit and Correct by Loving Life with Little Learners – Grab this freebie and have your students start correcting the sentences.

SEE ALSO: IEP Goal Bank Posts

Early intervention.

Here are a few activities that are perfect for your young children.

• Hot Cocoa Concepts No Print for Receptive Basic Concept Skills Distance Learning by Beth Sies Creations for SLPs – This resource is perfect for targeting basic receptive concepts, such as size, negation, color, prepositions, and concepts.
• No Print Receptive and Expressive Categories by The Speech Whisperer – Have some fun while you work on categories with this free resource. Plus it’s digital allowing you to save paper and ink!

Grocery Store

At the high school, I used to work at we had a life skills classroom and we would take the students to the grocery store to work on the child’s unique needs in the real world. 

• 7+ Free Community Outings Printables Life Skills by Speech Therapy Store – This free resource includes a social story, store vocabulary, expected / unexpected behaviors, if/then situations, an activity shopping list example + a blank version, and a community review page.

In Conclusion: Receptive Language Goals for Speech Therapy

I hope you found this list of receptive language goals for speech therapy helpful. 

Feel free to spend less time creating your own receptive language goals and copy and paste the above goals.

If you’re a family member wondering if your child has a receptive language delay then be sure to reach out to a local Speech-Language Pathologist to receive more formal assessments.

Want Even More Receptive Language Goals for Speech Therapy?

• 917+ Best Free Boom Cards for Speech Therapy
• 31 Best Wordless Videos to Teach Problem Solving
• 179+ Free Speech Therapy Wh-Questions Printable
• 133+ Categories List for Speech Therapy
• Best IEP Resources

Want the Best of the Bests?

Be sure to check out our most popular posts below!

• 21 Best Reinforcement Games for Speech Therapy / Teletherapy
• 71+ Free Social Problem-Solving Scenarios
• 430+ Free Multisyllabic Words List Activity Bundle
• 432+ Free Measurable IEP Goals and Objectives Bank
• 279+ Free Speech Therapy Digital Materials