how to write short term goals for speech therapy

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Articulation & Phonology Goal Bank

• (client) will produce [sound] in the initial position in words/phrases/sentences with accurately in 80% of opportunities for 3 data collections.
• (client)  will produce [sound] in the medial position in words/phrases/sentences  accurately in 80%  of opportunities  for 3 data collections.
• (client)  will produce [sound] in the final position in words/phrases/sentences  accurately in 80%  of opportunities  for 3 data collections.
• (client)  will produce [sound] blends in words/phrases/sentences  accurately in 80%  of opportunities  for 3 data collections.
• (client) will  produce [sound] across all word positions while reading short passages  with 80% accuracy for 3 sessions.
• (client) will  produce [sound] across all word positions in connected speech of 3+  with 80% accuracy for 3 sessions.
• (client) will produce  produce [sound] across all word positions in spontaneous speech within unstructured activities  (playing a game, spontaneous speech, etc) with 80% accuracy for 3 sessions.
• (client) will imitate vowel sounds in 80% of opportunities for 3 data collections.
• (client) will imitate consonants /p, b, m, t, d, n, k, g, h, w/ as single sounds in  80% of opportunities for 3 data collections.
• (client) will imitate /p, b, m, t, d, n, k, g, h, w/ in  reduplicated CVCV combinations  (dada, moo moo, etc) in 80% of opportunities for 3 data collections.
• (client) will imitate /p, b, m, t, d, n, k, g, h, w/ in variegated CVCV combinations (hippo, bunny, etc) in 80% of opportunities for 3 data collections.
• (client) will imitate /p, b, m, t, d, n, k, g, h, w/ in CV combinations (me, two, etc) in 80% of opportunities for 3 data collections.
• (client) will imitate /p, b, m, t, d, n, k, g, h, w/ in VC combinations (up, in) in 80% of opportunities for 3 data collections.
• (client) will establish placement for /r/ phoneme in 80% of opportunities for 3 data collections.
• (client) will produce prevocalic /r/ in words/phrases/sentences in 80% of opportunities for 3 data collections.
• (client) will produce vocalic /r/ (ER, AR, AIR, EAR, IRE, OR) in words/phrases/sentences with 80% accuracy for 3 data collections.
• (client) will produce /r/ blends in words/phrases/sentences in 80% of opportunities for 3 data collections.
• (client) will suppress the phonological pattern of final consonant deletion by producing consonants in the word-final position in 80% of opportunities for 3 data collections.
• (client) will suppress the phonological pattern of stopping by producing age-appropriate continuant sounds in 80% of opportunities for 3 data collections.
• (client) will suppress the phonological pattern of fronting by producing velar consonants in 80% of opportunities for 3 data collections.
• (client) will suppress the phonological pattern of cluster reduction by producing all consonants within blends in 80% of opportunities for 3 data collections.
• (client) will produce single words with 80% intelligibility during therapy session for 3 data collections.
• (client) will produce sentences with 80% intelligibility during therapy session for 3 data collections.
• (client) will produce speech during structured tasks with 80% intelligibility  during therapy session  for 3 data collections.
• (client) will produce speech during spontaneous communication with 80% intelligibility during therapy session for 3 data collections.
• (client) will speak at an appropriate rate of speech in 80% of opportunities across 3 data sessions.
• (client) will speak at an appropriate volume of speech in 80% of opportunities across 3 data sessions.

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12 SMART Goals Examples for Speech Therapy

You should realize that speech therapy is integral to those who face communication or speech-related issues. Fortunately, establishing SMART goals provides a clear roadmap for therapists and their patients.

But what exactly are SMART goals, and how can they be applied in the context of speech therapy? This post will explore 12 SMART goals examples that speech therapists may use when designing treatment plans for their patients.

Table of Contents

What is a SMART Goal?

The SMART ( Specific, Measurable, Attainable, Relevant, Time-based ) framework will allow you to establish effective goals for speech therapy.

Here is a deeper dive into each SMART component:

The more precise your goal is, the easier it is for everyone involved in the process to understand what must be done. Instead of aiming for something vague like “improved speech skills,” try breaking down that goal into smaller chunks.

Aiming for increased clarity when pronouncing certain words or articulating complete sentences are examples of more achievable targets that you can work towards over time.

The inherent complexity of speech therapy requires that goals be measurable for successful outcomes. Tracking progress allows the therapist to adjust strategies, deepening their understanding of the patient’s needs. It will be easier to identify which treatment plans are effective.

Make sure you remain realistic about what you can achieve rather than aiming too high and feeling disappointed. Goal achievement should provide satisfaction and a sense of accomplishment, not an exercise in futility.

Focus on creating incremental steps that push you closer to your ultimate goal instead of trying to do it all at once. And ensure you have the resources and skills necessary to reach them.

Setting meaningful goals allows you to create a better life. But when those goals are rooted in personal values, they become even more powerful. Connecting your ambitions with your core beliefs makes you determined to overcome any difficulty.

Start by taking an honest look at what’s important to you. What do you believe in? What do you hold dear in life? Once these questions have been answered, it’s time to create relevant goals. You’ll lay the groundwork for excellence.

A solid timeline fosters a sense of urgency, propelling yourself forward while allowing room for flexibility. You will find it easier to stay laser-focused on the end result instead of getting lost in the daily grind.

Here are 12 examples of SMART goals for effective speech therapy:

1. Strengthen Communication

“I’ll strengthen the communication skills of my patients within three months by helping them learn new forms of expressing themselves, such as non-verbal communication, writing stories, or even just engaging in conversation with peers.”

Specific: This SMART statement focuses on helping patients communicate better by learning new forms of expression.

Measurable: You can track your patient’s progress and the forms of expression they are learning.

Attainable: This is feasible as long as patients have enough time to practice expressing themselves.

Relevant: Solid communication skills will definitely benefit your patients in the long run.

Time-based: The goal should be achieved within three months.

2. Improve Articulation

“I will improve my patient’s articulation of the English language by focusing on foreign accent syndrome and other speech impairments over 6 months. I’ll use language exercises, reading aloud, and other techniques to help them improve their vocal clarity.”

Specific: The goal is well-defined, detailing precisely the objective and how it will be reached.

Measurable: The patient’s articulation can be measured in terms of how accurately they pronounce words compared to a baseline.

Attainable: This can be achieved through language exercises, reading aloud, and other techniques.

Relevant: Improving articulation is directly related to a speech therapist’s job.

Time-based: You have a timeline of 6 months for completion.

3. Enhance Prosody and Fluency

“I’ll work with the patient to increase their prosody and fluency in speech for two months. We can start by focusing on their rhythm and rate of speech, then move onto other aspects such as intonation, stress, and pitch.”

Specific: The SMART goal specifies improving the patient’s prosody and fluency.

Measurable: You could determine the patient’s progress by assessing the rate, rhythm, intonation, stress, and pitch of their speech.

Attainable: Enhancing prosody and fluency is doable with the right amount of effort.

Relevant: This relates to improving the patient’s prosody and fluency of speech.

Time-based: The goal is anticipated to be met within two months.

4. Increase Speech Volume

“The patient wants to increase the volume of their speech for small and large groups by speaking louder and more clearly. In four months, they’ll achieve a volume that can be heard and understood by all group members.”

Specific: This is specific because it focuses on increasing speech volume for small and large groups.

Measurable: Ensure the patient receives feedback from group members to monitor their volume level.

Attainable: This statement is achievable if the patient consistently practices speaking louder and more clearly.

Relevant: Increasing speech volume is vital for anyone who wants to be understood by the public.

Time-based: Goal attainment is expected in four months.

5. Boost Language Comprehension

“To support language comprehension, I’ll have my patients complete weekly exercises that challenge them to think of synonyms and explain the meaning of words. These exercises will be completed over the course of three months.”

Specific: The goal details the objective, what will be done to achieve it, and the timeline.

Measurable: You could measure how many exercises are completed each week and the patient’s comprehension test scores.

Attainable: This is achievable because it provides a realistic timeline to improve language comprehension.

Relevant: This goal is essential for helping patients develop and practice language comprehension skills.

Time-based: There is a three-month end date for success.

6. Deepen Vocabulary Knowledge

“I aim to improve the patient’s vocabulary by introducing and reinforcing new words twice a week for the following four months. I want them to use the new words in everyday conversations and demonstrate an understanding of their meanings.”

Specific: The statement is centered on improving the patient’s vocabulary.

Measurable: Make sure you introduce and reinforce new words twice a week.

Attainable: The timeline of four months is enough for the patient to get a good grasp of the words.

Relevant: Boosting the patient’s vocabulary is necessary to help them communicate better.

Time-based: This goal has a deadline of four months.

7. Develop Social Interaction Skills

“For 6 months, I want to help my patient develop more social interaction skills. This may involve them attending group sessions with people with similar disabilities and learning to communicate better with their peers, family, and friends.”

Specific: The aim is to assist the patient in growing social interaction skills.

Measurable: The patient’s progress can be tracked by the number of group sessions attended and their ability to communicate better with others.

Attainable: With sufficient practice and guidance, developing social interaction skills is possible.

Relevant: Social interaction skills are essential for a patient’s well-being and speech development.

Time-based: Six whole months are required for goal attainment.

8. Enhance Problem Solving

“I’ll develop 5 problem-solving strategies and implement them within two months in the speech therapy sessions. That should encourage my clients to better understand the concept of problem solving and be able to apply it in their day-to-day life situations.”

Specific: You have outlined 5 problem-solving strategies for therapy sessions.

Measurable: Five strategies should be developed and implemented within two months.

Attainable: It’s realistic for a therapist to implement strategies in the allotted time frame.

Relevant: The strategies should be appropriate to problem solving and helping patients understand the concept.

Time-based: You have two months to reach this particular goal.

9. Promote Self-Confidence

“By the end of 5 months, I hope to develop a program to foster self-confidence in my speech therapy clients. The program should include activities that help people recognize their strengths and resources for dealing with underlying self-esteem issues.”

Specific: The goal specifies the duration of 5 months, what program to create, and what activities should be included.

Measurable: You can check whether the program was created and implemented into your practice.

Attainable: Creating a program to promote self-confidence is achievable.

Relevant: This goal is pertinent to improving self-confidence in speech therapy clients.

Time-based: There is a 5-month window for success.

10. Use of Sign Language

“I’ll strive to introduce the use of sign language in my speech therapy sessions by the end of the year. I want to better communicate with patients who are deaf or hard of hearing, as well as enhance their understanding and participation in the sessions.”

Specific: The SMART goal is well-defined. The therapist wants to introduce sign language in their speech therapy sessions.

Measurable: Make sure you follow the listed action items above.

Attainable: It is a realistic goal that can be reached given sufficient time and resources.

Relevant: This goal is appropriate for a speech therapist to help patients who are deaf or hard of hearing.

Time-based: Goal completion will be met by the end of the year.

11. Respond to Directions

“The aim is to have my patients accurately respond to directions, instructions, and questions for two months. I’ll provide verbal and nonverbal cues, visual aids, and other support means to help them better understand the instructions.”

Specific: The individual aims to help patients accurately respond to directions, instructions, and questions.

Measurable: You will track how accurately your patient responds to directions.

Attainable: This is reachable because the person will use cues, visual aids, and other support means to help patients understand instructions better.

Relevant: Responding to instructions and directions is crucial to speech development.

Time-based: The goal is time-bound since it has an end date of two months.

12. Improve Memory Retention

“Over three months, I’ll create and test various memory retention techniques with my speech therapy clients. I want to remember instructions and concepts more effectively.”

Specific: This goal is explicit because the speech therapist plans to improve their patient’s memory retention.

Measurable: You can track the success of your memory retention techniques and keep notes on each session.

Attainable: You have identified a reasonable timeline to create and test various memory retention techniques.

Relevant: Improving memory retention skills is a crucial aspect of speech therapy.

Time-based: This particular goal has a three-month time frame.

Final Thoughts

The SMART method is a great tool for speech pathology professionals and their patients. By creating well-rounded SMART goals for each patient, you can provide them with a framework for success in their recovery journey.

You’ll also have an easier time measuring progress in speech therapy. So be sure to keep this information in mind when creating your next goals and set yourself up for greatness.

Different By Design Learning

with Shawna Wingert

Speech Therapy Goals: Examples for Success In All Categories

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

Speech Therapy: Getting Started

Table Of Contents

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

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

How Do Speech Therapists Create Goals?

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

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

What Are The Different Types Of Speech Therapy Goals

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

• Expressive Language
• Receptive Language
• Articulation
• Social Pragmatic

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

Expressive Language Goals In Speech Therapy

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

Here are some examples of expressive language goals:

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

Receptive Language Goals

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

These are examples of receptive language goals:

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

Examples Of Articulation Goals In Speech Therapy

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

Here are examples of articulation goals in speech therapy:

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

Fluency Goals

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

Fluency goals in speech therapy include:

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

Social Pragmatic Language Goals In Speech Therapy

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

Typical social pragmatic goals include:

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

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

Examples Of Speech Therapy Goals In Practice

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

More Speech Therapy Resources

Speech Therapy For An Older Child

Speech Therapy At Home

Fig urative Language Activities

Allusion Sentence Examples And Activities

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

You can find her online here at DifferentByDesignLearning.com.

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R Goal bank

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

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

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432+ Free Measurable IEP Goals and Objectives Bank

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

IEP Goal Bank for Speech Therapy Goals

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

• Augmentative Alternative Communication (AAC)

Figurative Language

Written language, intelligibility, speech therapy goals for articulation.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Speech therapy goals for phonology.

• Substitution
• Assimilation
• Syllable Structure

-Substitution

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

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

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

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

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

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

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

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

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

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

-Assimilation

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

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

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

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

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

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

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

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

-Syllable Structure

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

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

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

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

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

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

Speech Therapy Goals for Deaf / Hard of Hearing

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

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

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

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

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

Speech Therapy Goals for Stuttering

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

-Desensitization

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

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

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

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

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

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

-Stuttering Modifications Techniques

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

-Fluency Shaping Techniques

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

-Secondary Behaviors

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

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

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

Speech Therapy Goals for Life Skills

• Conversation
• Social Skills

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

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

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

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

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

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

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

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

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

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

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

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

-Conversation

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

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

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

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

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

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

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

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

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

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

-Social Skills

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

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

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

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

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

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

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

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

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

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

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

Speech Therapy Goals for Expressive Language Delay

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

-Morphology

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

-Utterance Expansion

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

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

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

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

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

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

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

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

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

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

-Narrative Development

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

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

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

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

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

-Gestures/Signs

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

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

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

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

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

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

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

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

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

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

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

-Categorizations

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

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

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

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

-Similarities

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

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

-Differences

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

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

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

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

-Comparisons

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

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

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

-Multiple Meanings

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

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

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

-Attributes

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

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

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

-Grammar Structure

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

-Vocabulary Definitions

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

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

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

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

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

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

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

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

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

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

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

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

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

Speech Therapy Language Goals

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

-Vocabulary

Speech therapy goals for vocabulary.

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

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

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

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

-Following Directions

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

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

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

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

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

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

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

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

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

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

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

-Answering Questions

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

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

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

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

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

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

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

-Association

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

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

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

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

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

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

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

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

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

-Multiple Meaning

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

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

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

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

-Prepositions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Speech Therapy Goals for Auditory Discrimination

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

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

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

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

Speech Therapy Goals for Phonological Awareness

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

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

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

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

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

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

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

Speech Therapy Goals for Autism

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

-Play Skills

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

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

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

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

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

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

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

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

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

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

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

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

-Joint Attention

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

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

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

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

-Following Instructions

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

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

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

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

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

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

-Getting the Teacher’s Attention

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

-Group Work

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

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

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

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

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

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

-Friend Making

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

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

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

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

-General Conversation

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

-Perspective

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

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

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

-Problem Solving

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

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

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

-Dealing with Feelings

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

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

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

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

-Alternatives to Aggression

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

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

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

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

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

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

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

-Predictions/Inferencing

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

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

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

Augmentative Alternative Communication

Speech therapy goals for aac.

• Picture Exchange Communication System (PECS)
• Sign Language

-Picture Exchange Communication System (PECS)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

-Sign Language

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

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

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

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

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

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

Speech Therapy Goals for Figurative Language

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

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

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

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

Speech Therapy Goals Written Language

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

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

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

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

Speech Therapy Goals Intelligibility

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

Send me the FREE IEP Goal Bank!

Speech therapy goals conclusion.

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

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

Monday 12th of December 2022

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

Melissa Berg

Tuesday 27th of December 2022

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

Tuesday 4th of October 2022

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

Wednesday 5th of October 2022

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

Janet Pevsner

Monday 19th of September 2022

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

Tuesday 20th of September 2022

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

Monday 29th of August 2022

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

Lorena Bazarte

Thursday 25th of August 2022

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

Saturday 27th of August 2022

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

Speech Therapy Goals

Why re-invent the wheel?

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

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

Speech Therapy Goal Bank

Articulation goals.

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

Articulation Goals – Sounds

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

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

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

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

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

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

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

Articulation Goals – Consonant Clusters

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

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

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

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

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

Phonology Goals

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

Phonology Goals for children ages 3+ – Syllabic

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

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

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

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

Phonology Goals for children ages 3+ – Substitution

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

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

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

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

Phonology Goals for children ages 5+ – Syllabic

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

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

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

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

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

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

Phonology Goals for children ages 5+ – Substitution

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

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

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

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

Receptive Language Goals

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

Receptive Language Goals – Vocabulary

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

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

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

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

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

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

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

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

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

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

Receptive Language Goals – Following Directions

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

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

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

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

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

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

Receptive Language Goals – Answering Questions

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

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

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

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

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

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

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

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

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

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

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

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

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

Receptive Language Goals – Other

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

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

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

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

Expressive Language Goals

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

Expressive Language Goals – Gestures/signs

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

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

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

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

Expressive Language Goals – Early Language

Will imitate vocalizations when requesting objects Imitará vocalizaciones cuando pide objetos

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

Will imitate duplicated syllables Imitará sílabas duplicadas

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

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

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

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

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

Expressive Language Goals – Vocabulary Development

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Utterance Expansion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Morphology

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

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

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

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

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

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

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

Expressive Language Goals – Syntax

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

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

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

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

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

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

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

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

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

Expressive Language Goals – Narrative Development

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

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

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

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

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

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

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

Expressive Language Goals – Narrative Development for Older Students

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

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

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

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

Will distinguish between fact and fantasy Distinguirá entre fantasía y realidad

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

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

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

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

Expressive Language Goals - Compare and Contrast

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

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

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

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

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

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

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

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

Pragmatic Language Goals

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

Pragmatic Language Goals – General Communication

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

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

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

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

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

Pragmatic Language Goals – Play Skills

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

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

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

Will demonstrate symbolic play Demostrará el juego simbólico

Will demonstrate pretend play Demostrará el juego de fantasía

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

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

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

Pragmatic Language Goals – Joint Attention

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

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

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

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

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

Pragmatic Language Goals – Behavior/Expectations

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

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

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

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

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

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

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

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

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

Will maintain appropriate personal space Mantendrá el espacio personal apropiado

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

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

Pragmatic Language Goals – Conversation

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

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

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

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

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

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

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

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

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

Pragmatic Language Goals – Predictions/Inferencing

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

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

Fluency Goals

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

Fluency Goals – Desensitization

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Stuttering Modification Techniques

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Fluency Shaping Techniques

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Fluency Goals – Secondary Behaviors

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

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

Voice Goals

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

Voice Goals – Volume

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

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

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

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

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

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

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

Voice Goals – Resonance

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

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

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

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

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

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

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

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

Voice Goals – Pitch

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

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

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

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

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

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

Voice Goals – Breath Support

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

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

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

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

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

Voice Goals – Self-Awareness and Vocal Hygiene

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Need Speech and Language Goals in Spanish?

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

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

Speech Therapy Goals that Work Regardless of Home Language

Early language milestones.

Toddler Language Skills

Preschool Language Skills

School-Age Language Skills

What are SMART Speech Therapy Goals?

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

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

How Many Ideas Should a Specific Speech Goal Statement Contain?

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

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

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

IEP Goal Writing for Speech Language Pathologists

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

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

Here’s a bit more on functionality:

Writing Speech Therapy Goals Also Has to be Functional

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

Here’s the thing, though.

Speech Therapy Goals Need to Be Functional

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

Examples of Long Term Goals for Speech Therapy

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

The Impact of Good Speech Goals

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

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

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

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

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

Addressing Speech Therapy Goals Throughout Sessions

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

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

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

More Speech Therapy Goal Writing Resources:

Using the Curriculum to Formulate IEP Goals

Writing Measurable Goals

Also! Read what we wrote on  Sequencing Goals

Choose the right goals for your bilingual learners!

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Goal Bank Speech Therapy for SNF

Goal Bank for speech therapists working in a skilled nursing facility. Goals for Cognition, Memory, Attention, Problem Solving, Aphasia, Dysarthria, Voice, Swallowing, Tracheostomy, and Skilled Maintenance. For an all in one download please see end of document.

ST Goal Bank

Cuing Hierarchy

Independent

Setup/cleanup assistance

Supervision or touching assistance

Partial/mod assist

Substantial/maximal assistance

• Pt will complete further cognitive assessment (SLUMS/RIPA/ALFA/ACA) in order to assess cognitive communication skills by (DATE).
• Pt will be able to verbally express compensatory strategies to improve cognition in order to return to PLOF.

Long-Term Goal

• Pt will increase memory abilities to (independence/setup/supervision/mod assist/max assist/dependent) demonstrating improved (orientation, basic functional recall of everyday activities, biographical information, safety precautions) in order to (return to PLOF/increase independent on nursing unit).
• Pt will increase memory to (independence/setup/supervision/mod assist/max assist/dependent) demonstrating independence with (functional memory tasks, use of compensatory strategies and precautions, recall of medication schedule) in order to (return to PLOF/increase independence on nursing unit).

Short-Term Goal

• Pt will complete further memory assessment with (SLUMS/RIPA) in order to determine current cognitive level and goal set appropriately.
• Pt will utilize memory book with ___% accuracy with (independence/setup/supervision/mod assist/max assist) in order to assist with everyday functional recall.
• Pt will utilize external/internal memory strategies to solve functional (immediate/short-term/working) memory tasks at (independence/setup/supervision/mod assist/max assist) with ___% accuracy to return to PLOF.
• Pt will complete (alternating/sustained/selective) attention activities with (independence/setup/supervision/mod assist/max assist/dependent) in order to increase independence with functional activities.
• Pt will complete alternating attention tasks with ___% accuracy given (independence/setup/supervision/mod assist/max assist/dependent) cues to attend in a noisy environment in order to increase independence during functional tasks.
• Pt will sustain attention to (visual information/auditory information/activity) for ___ minutes in a quiet environment given (independence/setup/supervision/mod assist/max assist/dependent) to increase independence during functional tasks.
• Pt will selectively attend to (visual/auditory information/activity) for __ minutes given (independence/setup/supervision/mod assist/max assist/dependent) to attend to functional activities.

PROBLEM SOLVING

• Pt will demonstrate problem solving skills with (independence/setup/supervision/mod assist/max assist/dependent) or higher, demonstrating improved (insight, safety, executive functioning, reasoning, functional problem solving) in order to return to (IADL’s, increase independence on nursing unit).
• Pt will demonstrate problem solving skills with (independence/setup/supervision/mod assist/max assist/dependent) or higher, demonstrating improve problem solving required for independence with basic ADL’s and safety.
• Pt will complete ALFA assessment in order to determine patients’ problem-solving functioning to goal set appropriately.
• Pt will complete basic problem-solving tasks related to safety (use of call light/walker/O2 precautions) at __% accuracy with (independence/setup/supervision/mod assist/max assist/dependent) cues in order to (return to PLOF/increase independence on nursing unit).
• Pt will sequence functional activities with ___% with (independence/setup/supervision/mod assist/max assist/dependent) in order to (return to PLOF/increase independence on nursing unit).
• Pt will complete higher-level problem-solving tasks r/t IADL’s at ___% accuracy given (independence/setup/supervision/mod assist/max assist/dependent) cues in order to (return to PLOF).

SOCIAL INTERACTION

• Pt will increase social interaction to (independence/setup/supervision/mod assist/max assist/dependent) demonstrating increased ability to (manage emotions, cope, engage in social communication, maintain topic, use appropriate pragmatics, turn-take).
• Pt will increase social interaction to (independence/setup/supervision/mod assist/max assist/dependent) or higher demonstrating improved (behavior, pragmatics, eye contact, emotional regulation, coping with anxiety/depression.
• Caregivers/Staff will be able to teach back pt behavioral plan to manage (agitation/restlessness/anxiety/depression) in order to improve quality of care.
• Pt will demonstrate techniques of emotional regulation to manage negative ideation and behavior (deep breathing, positive thinking, mindfulness) with (independence/setup/supervision/mod assist/max assist/dependent in order to benefit quality of life.
• Pt will communicate in social interactions given (independence/setup/supervision/mod assist/max assist/dependent) for (turn taking, eye contact, pragmatics, appropriateness) in order to increase appropriate social interactions with staff/residents/family.

APHASIA RECEPTIVE

• Pt will demonstrate (verbal/written) expression skills with (independence/setup/supervision/mod assist/max assist/dependent) concerning improved (motor speech, word finding, fluency, voice, initiation, pragmatics) in order to express (simple wants/needs/higher level/complex ideas).
• Pt will answer simple biographical yes/no questions presented (verbally/visually) with ___% accuracy with (independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase ability to communicate simple biographical information.
• Pt will follow (simple/complex 1-step commands/2-step commands) with ___% accuracy given (independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase ability to complete functional tasks.
• Pt will identify the correct picture in a field of (2/4/6) when presented with the word (verbally/visually) at ___% accuracy given (independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase ability to recognize functional language.
• Pt will read (sentences/paragraphs) and answer comprehension questions with ___% accuracy given (independence/setup/supervision/mod assist/max assist/dependent) cues in order to improve functional communication.

APHASIA EXPRESSIVE

Long-Term Goals

• Pt will be able to communicate using (simple/complex) (words/phrases/sentences) with ( independence/setup/supervision/mod assist/max assist/dependent) in order to increase ability to express (simple/complex) (wants/needs/ideas/feelings).

Short-Term Goals

• Pt will name common objects at __% accuracy with (independence/mod assist/max assist) given (phonemic/orthographic/semantic) cues in order to increase ability to express wants/needs.
• Pt will generate sentences with 3 or more words in response to a situation with __% accuracy with (independence/mod assist/max assist) given (phonemic/orthographic/semantic) in order to increase ability to communicate basic wants and needs.
• Pt will participate in (simple/complex) conversation with ___% accuracy with situation with __% accuracy with (independence/mod assist/max assist) given (phonemic/orthographic/semantic) in order to increase ability to communicate complex thoughts, feelings, and needs.
• Pt will produce (vowels/phrases/paragraphs/conversation) with appropriate intelligibility given (independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase ability to express wants and needs.
• Pt will produce (vowels/phrases/paragraphs) with appropriate voicing in ___% of opportunities given ( independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase ability to express wants and needs.
• Pt will produce phrases with (5 or fewer words/7 or more) in one breath in __% of opportunities with (independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase ability to express wants/needs.
• Pt will produce phrases with appropriate stress in __% of opportunities given ( independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase ability to express wants/needs.
• Pt will produce (words/phrases) with appropriate voicing with (independence/setup/supervision/mod assist/max assist/dependent) in order to express wants/needs.
• Pt will produce (easy onset/non-nasal/tense vowels/minimal pairs) words with appropriate voicing in ___% of opportunities with ( independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase ability to express wants/needs.
• Pt will produce (words/phrases) at (70dB/80dB) vocal loudness with ( independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase ability to express wants/needs.
• Pt will improve MPT to __ml with (independence/setup/supervision/mod assist/max assist/dependent)  to demonstrate increased breath support req for voicing.

COMPREHENSION

• Pt will d/c with ( independence/setup/supervision/mod assist/max assist/dependent) in order to increase comprehension (reading/expression) of (simple/complex) ideas and instruction.
• Pt will d/c with ( independence/setup/supervision/mod assist/max assist/dependent) (reading/expression) in order to increase comprehension of functional information.
• Pt will follow (1/2/3) step directions at ( independence/setup/supervision/mod assist/max assist/dependent) level with ___% accuracy in order to complete functional activities.
• Pt will respond to (simple/complex) questions at ( independence/setup/supervision/mod assist/max assist/dependent) level with __% accuracy in order to increase ability to participate in functional communication.
• Pt will respond to (simple/complex) questions at independent level with __% accuracy demonstrating improved auditory processing/comprehension
• Pt will answer paired Y/N questions at with __% accuracy at ( independence/setup/supervision/mod assist/max assist/dependent) in order to increase ability to participate in functional communication.
• Pt will identify (object/pic/word) in a field of (2/4/6) with ___% accuracy with (independence/setup/supervision/mod assist/max assist/dependent) in order to participate in functional activities.

Pt will be able to use (low tech/high tech) AAC device with (independence/setup/supervision/mod assist/max assist/dependent) cues in order to communicate basic wants/needs.

Pt will (type/identify) single (words/icons) with ___% accuracy given ( independence/setup/supervision/mod assist/max assist/dependent) cues in order to communicate basic wants/needs.

Pt will answer simple biographical questions at __% accuracy given (independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase functional communication.

Pt will be able to navigate device with ___% accuracy given ( independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase independence with device.

Pt will be able to add new (icons/vocabulary) to AAC device with ___% accuracy with (independence/setup/supervision/mod assist/max assist/dependent) cues in order to increase functional communication.

• Pt will d/c on IDDSI diet of (Regular-7/Easy to Chew-7b/Soft and Bite Size-6/Minced and Moist-5/Puree-4) (Thin/Nectar Thick) liquids) with (independence/setup/supervision/mod assist/max assist/dependent) use of swallow strategies in order to improve (oral/pharyngeal) swallowing safety and improve (nutrition/hydration)
• Pt will d/c on PO diet maintaining nutritional needs PO requiring no alternative means of nutrition (IV/PEG/NG).
• Pt/caregiver will demonstrate/verbalize understanding of diet recommendations, swallowing strategies, swallowing exercises for (home/facility) maintenance program.
• Pt will complete instrumental swallow evaluation to assess swallow function and determine appropriate diet level.
• Pt/caregiver will demonstrate understanding of oral care and be able to follow oral care program with (independence/setup/supervision/mod assist/max assist/dependent) in order to benefit oral health.
• Pt will decrease (oral pocketing/anterior labial spillage) with ___% accuracy with (independence/setup/supervision/mod assist/max assist/dependent) to reduce risk of aspiration.
• Pt will manage trials of (Regular-7/Easy to Chew-7b/Soft and Bite Size-6/Minced and Moist-5/Puree-4) following swallowing strategies with ___% accuracy with (independence/setup/supervision/mod assist/max assist/dependent) in order to decrease s/s of aspiration.
• Pt will complete (pharyngeal/oral motor exercises) with (independence/setup/supervision/mod assist/max assist/dependent) in order to increase swallow function.

TRACH/DECANNULATION

Secretion Management/Suctioning Goal

• Pt will independently manage secretions as demonstrated by requiring no suction (deep or oral suction) over __hr period.
• Pt will utilize quad cough at spv level to clear deep secretions and req no deep suction over __hr period.
• Pt with demonstrate ability to clear pharyngeal secretions without need for deep suction over __period.
• Pt will independently utilize yanker to clear oral secretions
• Pt will decrease anterior spillage of saliva req __ cueing to clear secretions
•  Pt will increase awareness of drooling req __ cues in __ min/sessions to wipe/mng secretions
• Pt will improve labial seal in order to decrease anterior spillage of secretions by meeting IOPI peak of __ kPa when measuring lip strength
• Pt will improve lingual strength req to mng secretions as demonstrated by IOPI peak of __kPa when measuring base of tongue strength.

DECANNULATION

• Pt will meet decannulation goals in order to increase independence to return to PLOF.
• Pt will tolerate uncuffed trach for __ hrs/days in order to demonstrate readiness for passy muir speaking valve
• Pt will down size to _ size trach in order to tolerate PMSV/demonstrate readiness for capping trials
• Pt will tolerate PMSV for __hrs in order to increase independence with verbal communication
• Pt will tolerate PMSV for __hrs in order to demonstrate readiness for capping trials and decannulation
• Pt will tolerate capping trials for __min/hrs in order to work towards decannulation
• Pt will be decannulated in order to improve swallow function/in order to improve verbal communication
• Pt and family will demonstrate understanding of trach related goals
• Pt/family will demonstrate understanding of trach/pmsv care (placement/clearing)
• Pt will meet incentive spirometer peak of __ ml to demonstrate improved breath support req for decannulation
• Pt will meet __ syllables per breath over 3 trials demonstrating improved breath support req for decannulation
• Pt will meet MPT of ___ sec over 3 trials to demonstrate breath support req for decannulation
• Pt will digitally occlude (stoma/trach) to improve breath support req for intelligible speech at __ level.

SKILLED MAINTENANCE

• Pt will maintain cog/communication skills at level of (independence/setup/supervision/mod assist/max assist/dependent) with implementation of __% verbal cues and environmental modifications to decrease risk of cognitive decline.
• Pt will maintain comprehension skills at (independence/setup/supervision/mod assist/max assist/dependent) with implementation of min cues during discussion of familiar topics to decrease risk of social isolation and to facilitate communication opportunities.
• Pt will maintain current diet with pleasure feedings with SLP in order to benefit quality of life.
• Pt will maintain safe swallow function while consuming (thin liquids/texture) by (spoon/cup/straw) with SLP only for pleasure feedings.
• Pt will continue to engage in 3-minute social interactions with staff during daily care in order to maintain communication skills.
• Pt will maintain short-term memory skills using a memory book and verbal cues from staff in 80% of opportunities.
• Pt will maintain ability to recall self-relevant pieces of information at __% accuracy with verbal/visual cues to maintain ability to recall events and leisure activities scheduled.
• Pt will maintain current reasoning skills at ___% accuracy and occasional (min/mod) cues to prevent cognitive decline and to maintain independence within this environment.
• Pt will maintain thought organizational skills at __% accuracy and occasional cues with task modifications as needed to prevent cognitive decline within this environment.
• Pt will maintain ability to respond to yes/no questions at __% accuracy with implementation of verbal cues to increase ability to engage in meaningful interactions.
•  Pt will demonstrate ability to use verbal and non-verbal communication to make decisions related to preferences during care tasks and daily routine with (independence/setup/supervision/mod assist/max assist/dependent) to facilitate highest level of independence in current environment.
• Pt will maintain ability to complete 3 conversational exchanges related to direct and observable topics using multisensory stimuli in order to reduce risk of social isolation.
• Pt will maintain current level of cognitive-communication to actively participate (following along with handout, switching between tasks, singing along, etc) in weekly activity with (independence/setup/supervision/mod assist/max assist/dependent) in order to maintain quality of life and highest level of independence with leisure activities of choice.

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Speech and Language Goals for Children with Autism: Effective Strategies and Milestones

Words unspoken can be the loudest, especially for children with autism navigating the complex world of communication. For these children, the journey to express themselves and understand others can be fraught with challenges, but it’s a journey that holds immense potential for growth and connection. Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects approximately 1 in 36 children in the United States, according to recent estimates. One of the hallmark features of autism is difficulty with communication, which can manifest in various ways, from complete nonverbal status to subtle pragmatic language issues.

The importance of tailored speech and language goals for children with autism cannot be overstated. These goals serve as a roadmap for development, guiding both the child and their support network towards meaningful progress in communication skills. Early intervention is crucial in this process, as the plasticity of young brains allows for more significant improvements when therapy begins at an early age. By setting appropriate and achievable goals, we can help children with autism build the foundational skills necessary for effective communication throughout their lives.

This comprehensive guide aims to explore the intricacies of creating effective speech and language goals for children with autism. We’ll delve into the specific challenges these children face, the different approaches for verbal and nonverbal individuals, and the strategies for implementing and monitoring progress. Whether you’re a parent, educator, or healthcare professional, this article will provide you with valuable insights to support children with autism in their communication journey.

Understanding Speech Goals for Autism

Speech goals for children with autism are specific objectives designed to improve their ability to produce speech sounds, words, and sentences. These goals are crucial because they focus on the physical aspects of communication, including articulation, fluency, and voice quality. For many children with autism, speech production can be a significant challenge, ranging from difficulty with certain sounds to complete absence of verbal communication.

Common speech challenges in children with autism include:

1. Articulation issues: Difficulty producing specific speech sounds correctly 2. Prosody problems: Challenges with the rhythm, stress, and intonation of speech 3. Volume control: Speaking too loudly or too softly 4. Echolalia: Repeating words or phrases without understanding their meaning 5. Limited verbal output: Using few words or relying on single words instead of phrases

It’s important to note that speech goals can differ significantly between verbal and nonverbal individuals with autism. For verbal children, goals might focus on improving clarity, expanding vocabulary, or enhancing sentence structure. For nonverbal children, the emphasis might be on developing pre-linguistic skills, introducing alternative communication methods, or encouraging the production of basic sounds.

A speech-language pathologist (SLP) plays a crucial role in setting appropriate speech goals for children with autism. These professionals assess the child’s current abilities, identify areas for improvement, and create tailored goals that are both challenging and achievable. They work closely with the child, parents, and other members of the support team to ensure that goals are relevant to the child’s daily life and aligned with their overall development.

Speech Therapy Goals for Nonverbal Autism

For children with nonverbal autism, the journey towards communication often begins with a comprehensive assessment of their current abilities. This evaluation helps identify the child’s strengths and areas for improvement, forming the foundation for effective goal-setting. Mastering Functional Communication Goals: A Comprehensive Guide for Individuals with Autism can provide valuable insights into this process.

Developing pre-linguistic skills is often the first step in speech therapy for nonverbal children with autism. These skills include:

1. Joint attention: The ability to share focus with another person on an object or event 2. Turn-taking: Understanding the back-and-forth nature of communication 3. Imitation: Copying actions, sounds, or gestures of others 4. Intentional communication: Using gestures or vocalizations to express wants and needs

Once these foundational skills are established, the focus often shifts to introducing alternative and augmentative communication (AAC) systems. AAC can range from simple picture exchange systems to high-tech speech-generating devices. Developing Effective AAC IEP Goals for Students with Autism: A Comprehensive Guide offers detailed information on incorporating AAC into a child’s educational plan.

Building foundational speech sounds and vocalizations is another crucial aspect of speech therapy for nonverbal children with autism. This process might involve:

1. Encouraging the production of vowel sounds 2. Practicing consonant-vowel combinations 3. Using play-based activities to elicit vocalizations 4. Incorporating music and rhythm to promote sound production

Encouraging functional communication through gestures and signs is also essential. This approach recognizes that communication is more than just spoken words and can help bridge the gap between nonverbal status and verbal communication. The Ultimate Guide to the Best Speech Therapy Materials for Autism: Empowering Communication and Development provides resources that can be particularly helpful in this area.

Language Goals for Autism

While speech goals focus on the physical production of sounds and words, language goals address the broader aspects of communication, including understanding and using words and sentences effectively. For children with autism, language goals typically encompass both receptive language (understanding what others say) and expressive language (using language to communicate).

Receptive language goals might include: 1. Following simple and complex instructions 2. Understanding questions and responding appropriately 3. Comprehending abstract concepts and figurative language 4. Recognizing and responding to nonverbal cues

Expressive language goals often focus on: 1. Increasing vocabulary 2. Improving sentence structure and grammar 3. Enhancing narrative skills (telling stories or describing events) 4. Using language for different purposes (requesting, commenting, asking questions)

Improving vocabulary and concept understanding is a crucial aspect of language development for children with autism. This might involve teaching new words in context, using visual supports, and providing multiple exposures to new vocabulary across different settings.

Enhancing sentence structure and grammar is another important goal. This could include working on: 1. Using correct word order in sentences 2. Employing appropriate verb tenses 3. Using pronouns correctly 4. Constructing more complex sentences

Developing pragmatic language skills and social communication is often a significant focus in language therapy for children with autism. Pragmatic Goals for Speech Therapy: Enhancing Social Communication Skills in Autism provides in-depth information on this crucial aspect of language development. Pragmatic skills include:

1. Taking turns in conversation 2. Maintaining appropriate eye contact 3. Understanding and using nonverbal communication 4. Adapting language to different social situations

Addressing echolalia and promoting spontaneous language use is another important aspect of language therapy for many children with autism. While echolalia (repeating words or phrases) can serve a communicative function, the goal is often to help children move towards more flexible and spontaneous language use.

Tailoring Speech Goals for Different Levels of Autism

Autism is a spectrum disorder, meaning that it manifests differently in each individual. As such, speech and language goals must be tailored to the specific needs and abilities of each child. Setting Long-Term Goals for Your Autistic Child: A Comprehensive Guide for Parents can provide valuable insights into this process.

For children with mild autism spectrum disorder, speech goals might focus on: 1. Refining conversational skills 2. Understanding and using more complex language structures 3. Improving narrative abilities 4. Enhancing social communication in various settings

Objectives for children with moderate autism and limited verbal skills could include: 1. Expanding functional vocabulary 2. Improving sentence structure and length 3. Developing basic conversation skills 4. Introducing and practicing social language rules

Targets for children with severe autism and minimal communication abilities might emphasize: 1. Developing intentional communication 2. Introducing and expanding use of AAC systems 3. Encouraging production of basic sounds and words 4. Building foundational social interaction skills

It’s important to note that these goals should be flexible and adaptable as children progress along the spectrum. Regular assessments and adjustments to the therapy plan ensure that goals remain challenging yet achievable, promoting continuous growth and development.

Implementing and Monitoring Speech and Language Goals

Creating effective speech and language goals for children with autism involves more than just identifying areas for improvement. It requires a structured approach to goal-setting, implementation, and monitoring. One widely used method is the SMART goal framework, which stands for Specific, Measurable, Achievable, Relevant, and Time-bound.

Specific: Goals should be clear and precise. Instead of “improve communication,” a specific goal might be “use three-word sentences to make requests.”

Measurable: There should be a way to quantify progress. For example, “use three-word sentences in 8 out of 10 opportunities during structured activities.”

Achievable: Goals should be challenging but within reach given the child’s current abilities and available resources.

Relevant: Goals should be meaningful to the child’s daily life and overall development.

Time-bound: There should be a timeframe for achieving the goal, such as “within the next three months.”

Incorporating goals into daily routines and activities is crucial for generalizing skills beyond the therapy setting. Comprehensive Guide to Habilitation Goals: Examples and Strategies for Autism Support offers practical ideas for integrating communication goals into everyday life.

Collaboration between parents, teachers, therapists, and other professionals is essential for consistent implementation of speech and language goals. Regular communication and coordination ensure that everyone is working towards the same objectives and using consistent strategies.

Tracking progress is a critical component of effective goal implementation. This might involve: 1. Regular data collection during therapy sessions 2. Observations in natural settings (home, school) 3. Periodic formal assessments 4. Video recordings to document progress over time

Based on these observations and data, goals should be adjusted as needed. This might involve breaking down a goal into smaller steps, increasing the complexity of a mastered goal, or introducing new goals as the child progresses.

Celebrating successes, no matter how small, is crucial for maintaining motivation. Recognizing and reinforcing progress can boost the child’s confidence and encourage continued effort. Setting Effective Short-Term Goals for Your Autistic Child: A Comprehensive Guide provides strategies for creating achievable milestones and celebrating progress along the way.

The Role of Supplements and Alternative Therapies

While speech and language therapy forms the cornerstone of communication intervention for children with autism, some families explore complementary approaches to support their child’s progress. Autism Supplements for Speech: Enhancing Communication in Children with ASD discusses potential nutritional supports that some parents find helpful. However, it’s crucial to consult with healthcare professionals before introducing any supplements, as their effectiveness can vary, and they may interact with other treatments.

Alternative therapies such as music therapy, art therapy, or animal-assisted therapy may also be considered as complementary approaches to traditional speech and language interventions. These therapies can provide additional avenues for expression and communication, potentially supporting the goals established in speech therapy.

Looking Ahead: Long-Term Communication Goals

As children with autism grow and develop, their communication needs and goals will evolve. Comprehensive List of Goals for Autistic Adults: Achieving Independence and Personal Growth provides insights into the long-term communication objectives that individuals with autism may pursue as they transition into adulthood.

These goals might include: 1. Developing self-advocacy skills 2. Navigating complex social situations in work or educational settings 3. Building and maintaining relationships 4. Expressing thoughts and emotions effectively

It’s important to remember that communication development is a lifelong journey, and goals should be continually reassessed and adjusted to meet the individual’s changing needs and aspirations.

In conclusion, effective speech and language goals for children with autism are individualized, comprehensive, and dynamic. They address not only the mechanics of speech production but also the broader aspects of language use and social communication. By setting appropriate goals, implementing them consistently, and monitoring progress, we can help children with autism develop the communication skills they need to express themselves, connect with others, and navigate the world around them.

For parents, educators, and healthcare professionals supporting children with autism, the journey towards improved communication can be challenging but immensely rewarding. Remember that every child’s path is unique, and progress may not always be linear. Celebrate small victories, remain patient and persistent, and don’t hesitate to seek professional guidance when needed. With the right support and interventions, children with autism can make significant strides in their communication abilities, opening up new possibilities for connection, learning, and self-expression.

References:

1. American Speech-Language-Hearing Association. (2021). Autism Spectrum Disorder: Overview. Available at: https://www.asha.org/practice-portal/clinical-topics/autism/

2. Centers for Disease Control and Prevention. (2023). Data & Statistics on Autism Spectrum Disorder. Available at: https://www.cdc.gov/ncbddd/autism/data.html

3. Kasari, C., et al. (2014). Communication interventions for minimally verbal children with autism: A sequential multiple assignment randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 53(6), 635-646.

4. Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 6(6), 468-478.

5. Wetherby, A. M., & Prizant, B. M. (2000). Autism spectrum disorders: A transactional developmental perspective. Paul H Brookes Publishing.

6. National Institute on Deafness and Other Communication Disorders. (2020). Autism Spectrum Disorder: Communication Problems in Children. Available at: https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children

7. Prelock, P. A., & McCauley, R. J. (2012). Treatment of autism spectrum disorders: Evidence-based intervention strategies for communication and social interactions. Paul H. Brookes Publishing.

8. Schreibman, L., et al. (2015). Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(8), 2411-2428.

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How to Write Stuttering Goals [with goal bank]

Stuttering goals for speech therapy with FREE goal bank and helpful resources! Read for an overview of how to use our goal writing formula to confidently create well-rounded stuttering goals for your client.

This article was last updated on March 29, 2024.

What are Fluency Disorders?

Stuttering is a type of fluency disorder. another type of fluency disorder is cluttering ..

We recognize that most people who stutter (PWS) prefer the term stuttering over fluency. In this article, we will use the term stuttering , though we know fluency is still used clinically.

Stuttering and cluttering can occur in conjunction or in isolation from one another. Our blog post, What is Stuttering? , covers these types of speech disorders and how they may present across individuals.

When an individual stutters , their speech has stutter-like disfluencies. Some individuals have secondary behaviors related to stuttering as well. This may include a physical behavior such as overemphasized blinking or clenching a fist during moments of stuttering. PWS often speak at an effective rate (e.g., not too slow and not too fast), though their speech might sometimes be slightly slower due to the type of disfluency they are experiencing. PWS are usually aware of their disfluencies. They may also have negative feelings related to their stuttering, such as anxiety in or avoidance of certain situations, like talking in class or going through a drive-thru.

Individuals who clutter often have interruptions in their speech related to speaking very quickly or irregularly (e.g., sometimes faster, sometimes slower), irregular pauses, and less awareness of their disfluencies. They may also change topics quickly or omit syllables when speaking, which can make them hard to be understood by others. An individual speaking irregularly or omitting syllables may sound like: “Let’s go get I really like I want ice cre- chocolate!”

It is typical for any individual to have disfluencies at times, but when it occurs more frequently, consistently disrupts the flow of speech, and impacts social and/or emotional well-being, it may be considered a clinical disorder.

Generally speaking, a stuttering disorder is diagnosed when an individual’s interruptions, or disfluencies , are present in more than 10% of one’s words.

The 3 main types of stutter-like disfluencies include repetitions , prolongations , and blocks.

Who Needs Stuttering Goals?

Usually, if a stuttering disorder is diagnosed, it is because the individual who is going to receive therapy indicated that stuttering was impacting their life, they underwent a formal evaluation, and the results indicated that intervention was warranted. The speech-language pathologist (SLP) performing the evaluation may have had the individual complete a speech sample and record the disfluencies they heard. Formal stuttering assessments include the Stuttering Severity Instrument and Test of Childhood Stuttering . Older individuals may also complete the Overall Assessment of a Speaker’s Experience of Stuttering (OASES) . The OASES is a questionnaire that measures the life impact an individual’s stuttering has and looks at areas such as reactions to stuttering and communication in daily life.

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Writing Stuttering Goals

Below you will find our Communication Community Goal Writing Formula that we use for writing all communication goals (e.g., receptive , expressive , pragmatic , AAC , play , etc.).

Steps for writing goals for speech and language skills (left); Communication Community goal writing formula (right)

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: use 1 learned fluency shaping strategy (e.g., slowed speech)

CONDITION statement

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

Example: within a 5-minute timed reading task

CRITERION statement

How the client’s performance will be measured.

Example: in 75% of opportunities

DO + CONDITION + CRITERION

Example: [Client] will use 1 learned fluency shaping strategy (e.g., slowed speech), within a 5-minute timed reading task, in 75% of opportunities.

There you have it! An example using our Goal Writing Formula containing the DO + CONDITION + CRITERION (don’t forget to think about consistency !) for increasing fluent speech.

Free Stuttering Goal Bank

Our stuttering goal bank is organized based on the most common treatment approaches to stuttering therapy: speech modification , stuttering modification, avoidance reduction, and acceptance commitment . It should be noted that there may be some treatment strategies that are preferred for younger individuals who stutter as compared to adolescents and/or adults who stutter. The personal perceptions and feelings of the person who stutters should also be taken into account as well and may influence whether you move forward with a direct or indirect treatment approach. We also have a post specifically for cluttering goals .

Speech Modification Strategies

These promote fluency-enhancing techniques. Common types include slowed speech, light contacts, easy onset, relaxed breathing, stretched speech/continuous phonation, pausing/chunking.

Example #1 : [Client] will use the easy onset fluency shaping strategy, during a 5 minute conversational treatment task, in 80% of opportunities.

Example #2 : [Client] will use 2 fluency shaping strategies (i.e., relaxed breathing, slowed speech), during a timed structured treatment task, with 80% accuracy.

Example #3 : [Client] will use the continuous phonation strategy, during presentations to unfamiliar individuals, in 75% of opportunities.

Example #4: [Client] will use the light contact fluency shaping strategy in words and phrases, in structured language tasks, in 90% of opportunities, across 3 sessions.

Stuttering Modification Strategies

These are designed to reduce tension and modify moments of stuttering. Common types include pull-outs, relaxed stuttering, intentional stuttering, preparatory sets, and cancellations.

Example #1 : [Client] will use the stuttering modification strategy cancellation , following self-identified disfluencies, throughout the duration of the treatment session, with 80% accuracy.

Example #2 : [Client] will use preparatory sets, prior to moments of anticipated stuttering, within a conversational treatment task, in 75% of opportunities.

Example #3 : [Client] will use pull-out strategies, during a structured reading aloud task, in 7/10 opportunities.

Example #4: [Client] will use the 3 stuttering modification strategies, in words and sentences, during structured language tasks, in 8 out of 10 trials, across 2-3 consecutive sessions.

Avoidance Reduction & Acceptance Commitment

These focus on reducing avoidant behaviors and/or fears relating to stuttering. They discuss promoting positive attitudes, beliefs, and emotions about stuttering. They are often considered to be more of a counseling/cognitive-behavioral approach.

Example #1 : [Client] will self-identify avoidant behaviors secondary to his/her/their stuttering, during natural and structured treatment tasks, with 90% accuracy.

Example #2 : [Client] will decrease social avoidance by participating in novel social activities/events, within community-based settings, for 3 separate events per treatment quarter.

Example #3 : [Client] will introduce themselves to novel individuals by using their full name, within various academic and/or community settings, in 8 out of 10 opportunities.

If you are looking for more goal-related posts (with goal banks), check out some others we have posted:

• How to Write Receptive Language Goals
• How to Write AAC Goals
• How to Write Articulation Goals
• How to Write Expressive Language Goals
• How to Write Play Skills Goals
• How to Write Voice Disorders Goals
• How to Write Cluttering Goals
• How to Write Phonological Awareness Goals

References:

American Speech-Language-Hearing Association. (n.d.). Fluency disorders . American Speech-Language-Hearing Association. https://www.asha.org/practice-portal/clinical-topics/fluency-disorders/#collapse_2

Edwards, B. L. (2014, March 18). Avoidance-Reduction Therapy: A Success Story . American Speech-Language-Hearing Association. https://leader.pubs.asha.org/do/10.1044/avoidance-reduction-therapy-a-success-story/full/

Mangan, K., & Davies, S. H. (n.d.). Treating the Whole Person - Practical Treatment Strategies for Children and Teens that Stutter. https://www.oregonspeechandhearing.org/resources/Documents/2018 Fall Conference/Speaker Handouts/Saturday Early PM - Treating the Whole Person - K Mangan/Davies-Mangan Stuttering OSHA 2018.pdf?ref=communicationcommunity.com

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