Speech Therapy Store is dedicated to making your speech therapy life easier one resource at a time. To do this, we often partner with companies that share that mission. If you sign up or make a purchase through one of our partners’ links, we may receive compensation—at no extra cost to you.
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
- Phonology
- Hearing
- Fluency
- Functional Life Skills
- Expressive Language
- Receptive Language
- Auditory Discrimination
- Phonological Awareness
- Social Skills/Pragmatics
- Augmentative Alternative Communication (AAC)
- Figurative Language
- Written Language
- Intelligibility
Articulation
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 independentlyarticulate 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 independentlyarticulate 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 phraselevel 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 sentencelevel 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 independentlyarticulate 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 byarticulating 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 independentlyanswer WH questions byarticulating 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-monitorarticulation 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 generalizearticulation of the sound(s) of / / in all positions of words at the conversational leveloutside of the therapy setting with 80% accuracy in 4 out of 5 opportunities.
Return to Top
Phonology
Speech Therapy Goals for Phonology
- Substitution
- Assimilation
- Syllable Structure
Return to Top
-Substitution
Given a picture or object to describe, STUDENT willproduce age-appropriate bilabial (i.e., /p, b, m/) and alveolar sounds(i.e., /t, d, n)inwordsto reduce the process of backingat the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce velar sounds (i.e., /k, g/)inwordsto reduce the process of frontingat the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce age-appropriate consonants /r, l/ instead of /w, j/inwordsto reduce the process of gliding(i.e., “wabbit” for “rabbit”) at the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce stop sounds (i.e., /t, p/)inwordsto reduce the process of stoppingat the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce the sounds /l, er/inwordsto reduce the process of vowelizationat the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce all age-appropriate phonemes inwordsto reduce the process of affrication(i.e., using /ch or j/ for non-affricate “
Given a picture or object to describe, STUDENT willproduce the sounds /ch, j/ inwordsto reduce the process of deaffrication(i.e., replacing /ch or j/ for fricative or stop “ships” for “chips”) at the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce the alveolar soundsinwords (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 levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce the palatal soundsinwords (sh, zh)to reduce the process of depalatalization(i.e., using non-palatal for palatal “fit” for “fish”) at the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce the labial sounds inwords (p, b)to reduce the process of labialization(i.e., using labial for non-labial “pie” for “tie”) at the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Assimilation
Given a picture or object to describe, STUDENT willproduce all age-appropriate phonemesin2-3 syllable wordsto reduce the process of labial assimilation (i.e., using labial /p, b, m,w/ for non-labial “
Given a picture or object to describe, STUDENT willproduce all age-appropriate phonemesin2-3 syllable wordsto 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 levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce all age-appropriate phonemesin2-3 syllable wordsto 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 levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce all age-appropriate phonemesin2-3 syllable wordsto 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 levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce the nasal sounds inwords (m, n)to reduce the process of denasalization(i.e., using non-nasal for nasal “doze” for “nose”) at the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce the final voiced consonants inwords (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 levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce the correct phoneme inwordsto 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 levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce all the phonemesinwordsto reduce the process of reduplication(i.e., when complete or incomplete syllable is repeated “baba” for “bottle”) at the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Syllable Structure
Given a picture or object to describe, STUDENT willproduce all age-appropriate phonemesin2-3 syllable wordsto reduce the process of cluster reduction(i.e., “top” for “stop”) at the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce age-appropriate consonants in the initial position of wordsto reduceinitial consonant deletionat the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce age-appropriate consonants in themedial position of wordsto reducemedial consonant deletionat the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce age-appropriate consonants in thefinal position of wordsto reduce final consonant deletionat the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce all syllables in two-syllableand 3-syllable wordsto reduceweak syllable deletionat the word, phrase, or sentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object to describe, STUDENT willproduce only the phonemes in the word to reduceepenthesis(i.e., adding the “uh” sound between two consonants “bu-
Return to Top
Hearing
Speech Therapy Goals for Deaf / Hard of Hearing
Given a hearing amplification system, STUDENT willwear itconsistentlyand transport the teacher
Given a hearing amplification system, STUDENT willrecharge it dailyatthe end of the school day ready for the next school daywith 80% accuracy in 4 out of 5 opportunities.
Given a hearing amplification system, STUDENT willadvocatewithSpeech Therapist or classroom teacherif there are any problems with the hearing amplification systemwith 80% accuracy in 4 out of 5 opportunities.
Given hearing aids, STUDENT willclean and dry ear moldsusing the appropriate materials (i.e., soap, pipe cleaners, towels) once a weekwith 80% accuracy in 4 out of 5 opportunities.
Given hearing aids, STUDENT willdetect a weak batteryandchange the batteryas neededwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
Fluency
Speech Therapy Goals for Stuttering
- Desensitization
- Stuttering Modifications Techniques
- Fluency Shaping Techniques
- Secondary Behaviors
Return to Top
-Desensitization
Given 15 sentences with “bumpy” or “smooth” speech, STUDENT will identify if theclinician’s speechis “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities.
Given a 2 minute tape-recording of HIS/HER reading or conversational speechwith “bumpy” or “smooth” speech, STUDENT will identify ifHIS/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 theclinician’s speechis fast or slow with 80% accuracy in 4 out of 5 opportunities.
Given a 2 minute tape-recording of HIS/HER reading or conversational speechwith fast or slow speech, STUDENT will identify ifHIS/HER
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 inHIS/HER speech with 80% accuracy in 4 out of 5 opportunities.
Return to Top
-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 techniquewith 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the cancellation method tominimize disfluencies at theword levelwith 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 tominimize disfluencies at thesentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the cancellation method to minimize disfluencies duringreadingwith 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the cancellation method to minimize disfluencies duringa conversationwith 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the pull-outmethod tominimize disfluencies at theword levelwith 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 tominimize disfluencies at thesentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the pull-outmethod to minimize disfluencies duringreadingwith 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the pull-outmethod to minimize disfluencies duringa conversationwith 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the preparatory set method tominimize disfluencies at theword levelwith 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 tominimize disfluencies at thesentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the preparatory setmethod to minimize disfluencies duringreadingwith 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the preparatory setmethod to minimize disfluencies duringa conversationwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-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 techniquewith 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the easy onset techniquetominimize disfluencies at theword levelwith 80% accuracy in 4 out of 5 opportunities.
Given 10 modeled sentences, STUDENT will use the easy onset techniqueto repeat the sentences with 80% accuracy in 4 out of 5 opportunities.
Given 20 sentences, STUDENT will use the easy onset technique tominimize disfluencies at thesentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the easy onset techniqueto minimize disfluencies duringreadingwith 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the easy onset techniqueto minimize disfluencies duringa conversationwith 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the light articulatory contacttechniquetominimize disfluencies at theword levelwith 80% accuracy in 4 out of 5 opportunities.
Given 10 modeled sentences, STUDENT will use the light articulatory contact techniqueto repeat the sentences with 80% accuracy in 4 out of 5 opportunities.
Given 20 sentences, STUDENT will use the light articulatory contact techniquetominimize disfluencies at thesentence level with 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the light articulatory contact techniqueto minimize disfluencies duringreadingwith 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the light articulatory contact techniqueto minimize disfluencies duringa conversationwith 80% accuracy in 4 out of 5 opportunities.
Given 20 words, STUDENT will use the slow rate techniquetominimize disfluencies at theword levelwith 80% accuracy in 4 out of 5 opportunities.
Given 10 modeled sentences, STUDENT will use the slow rate techniqueto repeat the sentences with 80% accuracy in 4 out of 5 opportunities.
Given 20 sentences, STUDENT will use the slow rate techniquetominimize disfluencies at thesentence levelwith 80% accuracy in 4 out of 5 opportunities.
Given a reading passage, STUDENT will use the slow rate techniqueto minimize disfluencies duringreadingwith 80% accuracy in 4 out of 5 opportunities.
Given a conversational topic, STUDENT will use the slow rate techniqueto minimize disfluencies duringa conversationwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Secondary Behaviors
Given knowledge, examples, and video of oneself, STUDENT will identify and nameeach of theirsecondary behaviorswith 80% accuracy in 4 out of 5 opportunities.
Given a structured activity, STUDENT will identify and reduceeach of theirsecondary behaviorswith 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will identify and reduceeach of theirsecondary behaviorswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
Functional Life Skills
Speech Therapy Goals for Life Skills
- General
- Conversation
- Social Skills
Return to Top
-General
Given a functional symbol (cooking, community, safety, etc.), STUDENT willmatch identical symbolsgiven a choice of 4 optionswit 80% accuracy in 4 out of 5 opportunities.
Given a functional symbol (cooking, community, safety, etc.), STUDENT willmatch symbols to actual objectswith 80% accuracy in 4 out of 5 opportunities.
Given a functional classroom symbol, STUDENT willdemonstrate knowledge of the symbol by performing an action or going to the appropriate place when shown a
Given a simple verbal directive (sit, stand, give, go), STUDENT willdemonstrate knowledge of verbal directive by performing the actionwith 80% accuracy in 4 out of 5 opportunities.
Given 10 pictures or objects for 2 different categories, STUDENT will identify the categories andcategorize the picture or objectsinto 2 different categorieswith 80% accuracy in 4 out of 5 opportunities.
Given an event or object, STUDENT willdescribe the event or object using at least 3 descriptorswith 80% accuracy in 4 out of 5 opportunities.
Given an event or story, STUDENT willretell the event or storyusing appropriatesequencingwith 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will independently express HIS/HERwants 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 willlabel the other person’s feelings and/or emotions based on their facial expressions and body languagewith 80% accuracy in 4 out of 5 opportunities.
Given a yes/no question concerning social/community settings, STUDENT willcorrectly answer the yes/no questionwith 80% accuracy in 4 out of 5 opportunities.
Given two objects, STUDENT willidentify thesimilaritiesand differences between the objectswith 80% accuracy in 4 out of 5 opportunities.
Given a picture or a short story, STUDENT willexplain the meaning of the figurative language and idiomswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Conversation
Given a new person entering or leaving a situation, STUDENT will independently volunteer social greetings andfarewells, 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 person80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will use an appropriate volume based on the social situationthey are inwith80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will make a statement or ask a questionto maintain the topic of conversation with80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will take turns speaking to provide a give and take
Given a conversation, STUDENT will ask 1 or 2 follow-up questionsto ensure the conversation is two-sidedwith80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of informationduring a conversational exchangewith80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will use a statement to end the conversation appropriatelywith80% accuracy in 4 out of 5 opportunities.
Return to Top
-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 promptwith 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 commentswith 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will solve a social problemby identifying the problem, developing possible solutions, and choosing the best solutionwith 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will advocate for helpby appropriatelygaining the teacher’s attention, verbally asking for help, using clear and concisesentenceswith 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT willaccuratelyidentify another’s perspectivewith 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will protest using appropriate languagewith 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 languagewith 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will identify expected vs. unexpected behaviors across multiplesettingswith 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 conversationwith 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will give and accept complimentsappropriatelywith 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety ofverbal 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 cueswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
Expressive Language
Speech Therapy Goals for Expressive Language Delay
- Morphology
- Syntax
- Utterance Expansion
- Narrative Development
- Gestures/Signs
- Labeling
- Function
- Categorizations
- Similarities
- Differences
- Comparisons
- Multiple Meanings
- Attributes
- Grammar Structure
- Idioms
- Vocabulary Definitions
Return to Top
-Morphology
Given a writing or speaking task, STUDENT will use present progressive-tense verbs(i.g., walking, running, laughing) appropriatelyin a sentence or conversationwith 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) appropriatelyin a sentence or conversationwith 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) appropriatelyin a sentence or conversationwith 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) appropriatelyin a sentence or conversationwith 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) appropriatelyin a sentence or conversationwith 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) appropriatelyin a sentence or conversationwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Syntax
Given a picture or story, STUDENT will use nouns to answer WHO or WHAT questionswith 80% accuracy in 4 out of 5 opportunities.
Given a picture or story, STUDENT will useverbsto tell actionswith 80% accuracy in 4 out of 5 opportunities.
Given a picture or story, STUDENT will use prepositional phraseto answer WHERE questionswith 80% accuracy in 4 out of 5 opportunities.
Given a picture or story, STUDENT will use prepositional phrase or adjectiveto answer HOW questionswith 80% accuracy in 4 out of 5 opportunities.
Given an object or picture, STUDENT will use2 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 use2 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 use2 words to indicate recurrenceof an object(e.g., “more cracker”)with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture, STUDENT will use2 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 use2 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 use2 words to show action object(e.g., “read
Given an object or picture, STUDENT will use2 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 use2 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 use2 words to show emotion(e.g., “baby tired”)with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture, STUDENT will use2 words to achieve the desired endof 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 sentenceswith 80% accuracy in 4 out of 5 opportunities.
Given an activity, picture, or story, STUDENT will use correct subject-verb agreement in sentenceswith 80% accuracy in 4 out of 5 opportunities.
Given an activity, picture, or story, STUDENT will use all necessary propositions in sentenceswith 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 agreementwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Utterance Expansion
Given an object or picture, STUDENT will use 2-3 word utterancesto describe the object or picturewith 80% accuracy in 4 out of 5 opportunities.
Given an opportunity to ask a question/comment/describe, STUDENT will use 4-5 word utterancesto 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 sentenceto ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.
Given an object or picture, STUDENT will use descriptive wordsto describe the object or picturewith 80% accuracy in 4 out of 5 opportunities.
Given an opportunity to express a want or need, STUDENT will use complete grammatically correct sentenceto express HIS/HER want or needwith 80% accuracy in 4 out of 5 opportunities.
Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentenceto tell about past eventswith 80% accuracy in 4 out of 5 opportunities.
Given an opportunity to express a want or need, STUDENT will use 2-4 wordsto express HIS/HER want or needwith 80% accuracy in 4 out of 5 opportunities.
Given an opportunity to comment or share information, STUDENT will use2-4 wordsto express HIS/HER comment or share informationwith 80% accuracy in 4 out of 5 opportunities.
Given a wh-question, STUDENT will use2-4 wordsto answer simple Wh-questions(i.e., who, what, when, where, why, how)with 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Narrative Development
Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequencethe storyincluding problem and solutionwith 80% accuracy in 4 out of 5 opportunities.
Given a story or activity, STUDENT will sequencethe story or activity that includes #partswith 80% accuracy in 4 out of 5 opportunities.
Given an opportunity to tell a story, STUDENT will usedescriptive languageto tell their storywith 80% accuracy in 4 out of 5 opportunities.
Given an opportunity to tell a story from their past, STUDENT willtell their storywith the appropriate number ofdetails and in the right orderwith 80% accuracy in 4 out of 5 opportunities.
Given a story or activity, STUDENT will usesequencewords to verbally order a story or activity (e.g., first, next, then, after, last)with 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Gestures/Signs
Given a want or request, STUDENT will pair vocalizations with gestureswhen indicating a want or requesting an objectwith 80% accuracy in 4 out of 5 opportunities.
Given a want for “more”, STUDENT will use words and/or signstoask for “more”with 80% accuracy in 4 out of 5 opportunities.
Given a task or activity, STUDENT will use words and/or signstoindicate 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 signstoask for “help”with 80% accuracy in 4 out of 5 opportunities.
Given a “yes” or “no” question, STUDENT will use words and/or signstoanswer the question with “yes” or “no”with 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Labeling
Given 10 common objects or pictures, STUDENT will verbally label the itemwith 80% accuracy in 4 out of 5 opportunities.
Given a common object, noun, or action, STUDENT will verbally label the itemina phrase or sentencewith 80% accuracy in 4 out of 5 opportunities.
Given 10 common words, STUDENT will verbally name the wordwith 80% accuracy in 4 out of 5 opportunities.
Given 10 common words, STUDENT will verbally name the wordina phrase or sentence with 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Function
Given an object or picture, STUDENT will describe the object or pictureby stating the function of the itemwith 80% accuracy in 4 out of 5 opportunities.
Given 10 words, STUDENT will describe the object or pictureby stating the function of the wordwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Categorizations
Given a category, STUDENT will name (3-5) itemsin 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 relationshipswith 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 whywith 80% accuracy in 4 out of 5 opportunities.
Given a category, STUDENT will name (3-5) itemsin that categoryand (1) item that does not belong in that categorywith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Similarities
Given 3 to 5 pictures, STUDENT will select 2 similar picturesandexplain the similaritieswith 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 words verbally, STUDENT will select 2 similar picturesandexplain the similaritieswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Differences
Given 3 to 5 pictures, STUDENT will select the different pictureandexplain the differenceswith 80% accuracy in 4 out of 5 opportunities.
Given a list of 3 to 5 words verbally, STUDENT will identify the different wordandexplain the differenceswith 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 words verbally, STUDENT will identify the different wordandexplain the differenceswith 80% accuracy in 4 out of 5 opportunities.
Given a word pair verbally, STUDENT will explain the primarydifferencebetween thetwo wordswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-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.
Return to Top
-Multiple Meanings
Given 2 pictures that represent different meanings of the same word, STUDENT will provide a definition for eachwith 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 eachwith 80% accuracy in 4 out of 5 opportunities.
Given a multiple meaning
Return to Top
-Attributes
Given an object or picture, STUDENT will describe the object or pictureby 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 questionby 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 pictureby identifying a minimum of (3) attributes (e.g., color, size, number etc.)with 80% accuracy in 4 out of 5 opportunities.
Return to Top
-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 possessivenouns (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 sentencewith 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 sentencewith 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.
Return to Top
-Idioms
Given an idiom with a visual cue, STUDENT willaccuratelydescribe the meaning of the idiomwith 80% accuracy in 4 out of 5 opportunities.
Given an idiom verbally with no visual cue, STUDENT willaccuratelydescribe the meaning of the idiomwith 80% accuracy in 4 out of 5 opportunities.
Given an idiom verbally, STUDENT will identify a social situation wherethe idiom may be used appropriatelywith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Vocabulary Definitions
Given 5 words with picture cues, STUDENT will define the word correctlywith 80% accuracy in 4 out of 5 opportunities.
Given an object or picture, STUDENT will use 2-3 critical featuresto describe the object or picturewith 80% accuracy in 4 out of 5 opportunities.
Given an emotional expression picture or story, STUDENT will use vocabulary to clearlydescribe the feelings, ideas, or experienceswith 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or word, STUDENT will identify synonymswith 80% accuracy in 4 out of 5 opportunities.
Given an object, picture, or word, STUDENT will identify antonymswith 80% accuracy in 4 out of 5 opportunities.
Given 5 identified words in sentences, STUDENT will provide a synonym/antonymwith 80% accuracy in 4 out of 5 opportunities.
Given a story with highlighted words, STUDENT will provide a synonym/antonym for each highlighted wordwith 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 oppositewith 80% accuracy in 4 out of 5 opportunities.
Given an object or picture, STUDENT will describe the object or pictureby naming the item, identify attributes (color, size, etc.), function, or numberwith 80% accuracy in 4 out of 5 opportunities.
Given a reading task, STUDENT will define unfamiliar words using context clueswith 80% accuracy in 4 out of 5 opportunities.
Given common academic vocabulary, STUDENT will define prefix and/or suffixwith 80% accuracy in 4 out of 5 opportunities.
Given common academic vocabulary, STUDENT will define the vocabulary word using a complete sentence with correct grammarwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
Receptive Language
Speech Therapy Language Goals
- Vocabulary
- Following Directions
- Answering Questions
- Labeling
- Function
- Association
- Categorizations
- Similarities
- Differences
- Multiple Meaning
- Attributes
- Prepositions
- Syntax
Return to Top
-Vocabulary
Speech Therapy Goals for Vocabulary
Given 10 common nouns, STUDENT will identify the correct nounbypointing to the appropriatepicturewith 80% accuracy in 4 out of 5 opportunities.
Given 10 common verbs, STUDENT will identify thecorrect verbbypointing to the appropriatepicturewith 80% accuracy in 4 out of 5 opportunities.
Given 10 common adjectives, STUDENT will identify thecorrect adjectivebypointing to the appropriatepicture (size, shape, color, texture)with 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 pictures, STUDENT will identify thecategory itemsbypointing/grouping pictures into categorieswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Following Directions
Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow a1-step directionwith 80% accuracy in 4 out of 5 opportunities.
Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow2-step directionswith 80% accuracy in 4 out of 5 opportunities.
Given 2-step directions, STUDENT will follow the directionswith 80% accuracy in 4 out of 5 opportunities.
Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow3-step directionswith 80% accuracy in 4 out of 5 opportunities.
Given 3-step directions, STUDENT will follow the directionswith 80% accuracy in 4 out of 5 opportunities.
Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will followmulti-step directionswith 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 followmulti-step directionswith 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 followmulti-step directionswith 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 followmulti-step directionswith 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.
Return to Top
-Answering Questions
Given a story, activity, or classroom discussion, STUDENT will answer“yes or no” questionswith 80% accuracy in 4 out of 5 opportunities.
Given a story, activity, or classroom discussion, STUDENT will answerWH questions(i.e., who, what, when, where, why, how)with 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Labeling
Given a verbal prompt, STUDENT will select and hand clinician the requested object or picturewith 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 picturewith 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 picturewith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Function
Given 5 objects or pictures at a time and given a function, STUDENT will point to the appropriate object or picturewith 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 picturewith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-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 pictureassociated with that word (e.g., ball/bat, fork/plate)with 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Categorizations
Given a category, STUDENT will correctly sort objects/pictures in that categorywith 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 appropriatecategorywith 80% accuracy in 4 out of 5 opportunities.
Given 3 different categories, STUDENT will correctly sort objects/pictures into each differentcategorywith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Similarities
Given 3 to 5 objects or pictures, STUDENT will select 2 similar objects or pictureswith 80% accuracy in 4 out of 5 opportunities.
Given 3 to 5 word verbally, STUDENT will select 2 similar wordswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Differences
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 attributewith 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 wordthat does not share that same attributewith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Multiple Meaning
Given 3 to 5 objects or pictures and a multiple meaning word, STUDENT will select 2 objects or picturesthat represent different meanings of that wordwith 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 choiceswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Attributes
Given 10 objects or pictures and a verbal description of a word, STUDENT will select the correct object or pictureto match the given verbal descriptionwith 80% accuracy in 4 out of 5 opportunities.
Given 10 words and a verbal description of a word, STUDENT will select the correct wordto match the given verbal descriptionwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Prepositions
Given 3 to 5 objects or pictures and a verbal preposition, STUDENT will point to the correct object or picturewith 80% accuracy in 4 out of 5 opportunities.
Given object(s) and a verbal or written prepositions directive, STUDENT will follow the directions andact 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.
Return to Top
-Syntax
Given a verbal question, STUDENT will select the picture of the noun that tells WHO and WHATwith 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 WHATwith 80% accuracy in 4 out of 5 opportunities.
Given a verbal question, STUDENT will select the picture of theverbthat tells the actionwith 80% accuracy in 4 out of 5 opportunities.
Given a story read aloud, STUDENT will select the picture of theverbthat tells the actionwith 80% accuracy in 4 out of 5 opportunities.
Given a verbal question, STUDENT will select the picturethat tells WHEREwith 80% accuracy in 4 out of 5 opportunities.
Given a story read aloud, STUDENT will select the picturethat tells WHEREwith 80% accuracy in 4 out of 5 opportunities.
Given a verbal question, STUDENT will select the picture that tells HOWwith 80% accuracy in 4 out of 5 opportunities.
Given a story read aloud, STUDENT will select the picture that tells HOWwith 80% accuracy in 4 out of 5 opportunities.
Givena 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 accuratelywith 80% accuracy in 4 out of 5 opportunities.
Given anobject or picture and a phrase that shows thedisappearance(e.g., “crackers all gone”, “no cookie”), STUDENT will answer “yes or no” if the phrase describes the object or picture accuratelywith 80% accuracy in 4 out of 5 opportunities.
Given anobject or picture and a phrase that shows therecurrence(e.g., “more crackers”), STUDENT will answer “yes or no” if the phrase describes the object or picture accuratelywith 80% accuracy in 4 out of 5 opportunities.
Given anobject or picture and a phrase that contains anadjective and a noun(e.g., “red shoe”, “big ball”), STUDENT will answer “yes or no” if the phrase describes the object or picture accuratelywith 80% accuracy in 4 out of 5 opportunities.
Given anobject or picture and a phrase that showspossession(e.g., “Dad’s cat”, “girl’s shoe”), STUDENT will answer “yes or no” if the phrase describes the object or picture accuratelywith 80% accuracy in 4 out of 5 opportunities.
Given anobject or picture and a phrase that usesaction object form(e.g., “Tie shoe”, “read
Given anobject or picture and a phrase that indicates thelocation(e.g., “pencil down”, “car outside”), STUDENT will answer “yes or no” if the phrase describes the object or picture accuratelywith 80% accuracy in 4 out of 5 opportunities.
Given anobject or picture and a phrase that usesagent action form(e.g., “boy jump”, “girl eat”), STUDENT will answer “yes or no” if the phrase describes the object or picture accuratelywith 80% accuracy in 4 out of 5 opportunities.
Givenanobject or picture and a phrase that shows anemotion(e.g., “girl sad”, “man angry”), STUDENT will answer “yes or no” if the phrase describes the object or picture accuratelywith 80% accuracy in 4 out of 5 opportunities.
Given anobject or picture anda phrase to achieve
Given anobject or picture anda phrase to achieve
Givena phrase or sentence that includesarticles(e.g., “a”, “an”, “the”, and “some”), STUDENT will answer “yes or no” if the phrase or sentence uses the articlesaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includesadjectives(e.g., “this”, “that”, “these”, and “those”), STUDENT will answer “yes or no” if the phrase or sentence uses the adjectivesaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena 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 pluralsaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includespossessive nouns(e.g., “the girl’s bike”), STUDENT will answer “yes or no” if the phrase or sentence uses the possessiveaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includessubject pronouns(e.g., “I”, “he”, “she”, “you”, “we” “they”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronounaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includesobject pronouns(e.g., “me”, “him”, “her”, “you”, “us”, “them”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronounaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includespossessive 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 pronounaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includesreflexivepronouns(e.g., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronounaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena 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 tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includespast 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 tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includespresent 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 tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena 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 tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includesregular past tense(e.g., “The dog jumped”), STUDENT will answer “yes or no” if the phrase or sentence uses the tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includesirregular past tense(e.g., “The boy ran”), STUDENT will answer “yes or no” if the phrase or sentence uses the tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includesreflexivepronouns(e.g., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronounaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena 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 tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includespast 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 tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includespresent 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 tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena 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 tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includesregular past tense(e.g., “The dog jumped”), STUDENT will answer “yes or no” if the phrase or sentence uses the tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Givena phrase or sentence that includesirregular past tense(e.g., “The boy ran”), STUDENT will answer “yes or no” if the phrase or sentence uses the tenseaccuratelywith 80% accuracy in 4 out of 5 opportunities.
Return to Top
Auditory Discrimination
Speech Therapy Goals for Auditory Discrimination
Given multi-step directions, STUDENT will follow 2-step, 3-step, and 4-step directions ofincreasing length and complexitywith 80% accuracy in 4 out of 5 opportunities.
Given 10 words, STUDENT will recognize the differences between same or different wordswith 80% accuracy in 4 out of 5 opportunities.
Given a sentence, STUDENT will remember and repeatofincreasing length and complexitywith 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 wordswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
Phonological Awareness
Speech Therapy Goals for Phonological Awareness
Given 10 words, STUDENT will identify the sounds in the wordswith 80% accuracy in 4 out of 5 opportunities.
Given 10 words, STUDENT will identify the number of sounds in the wordswith 80% accuracy in 4 out of 5 opportunities.
Given 10 words, STUDENT will identify the similarities sounds in the wordswith 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 soundswith 80% accuracy in 4 out of 5 opportunities.
Given a sentence with two rhyming words, STUDENT will identify the two rhyming wordswith 80% accuracy in 4 out of 5 opportunities.
Given a rhyming word, STUDENT will produce two or more words that rhyme with the given wordwith 80% accuracy in 4 out of 5 opportunities.
Given a word, STUDENT will substitute initial and/or final soundstocreate new words (i.g., cat/fat; man, mad)with 80% accuracy in 4 out of 5 opportunities.
Return to Top
Social Skills/Pragmatics
Speech Therapy Goals for Autism
- Play Skills
- Joint Attention
- Following Instructions
- Getting the Teacher’s Attention
- Behavior
- Group Work
- Organized
- Friend Making
- General Conversation
- Perspective
- Problem Solving
- Dealing with Feelings
- Alternatives to Aggression
- Predictions/Inferences
Return to Top
-Play Skills
Given a toy(s), STUDENT will play with the toy(s) using their appropriate functionwith 80% accuracy in 4 out of 5 opportunities.
Given a toy(s), STUDENT will demonstrate parallel play with peers for X minuteswith 80% accuracy in 4 out of 5 opportunities.
Given a toy(s), STUDENT will demonstrate symbolic playwith 80% accuracy in 4 out of 5 opportunities.
Given a toy(s), STUDENT will demonstrate pretend playwith 80% accuracy in 4 out of 5 opportunities.
Given a toy(s), STUDENT will take X turns during a play activity with peer or teacherwith 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 requestedwith 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 helpwith 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 activitywith 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 turnwith 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 conditionwith 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 complainingwith 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 adultwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Joint Attention
Given an activity with a partner, STUDENT will demonstrate joint attention for X minuteswith 80% accuracy in 4 out of 5 opportunities.
Given a communication partner, STUDENT will point to gain the communication partner’s attentionwith 80% accuracy in 4 out of 5 opportunities.
Given a communication partner, STUDENT will use eye gaze to direct the communication partner’s attentionwith 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 atwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Following Instructions
Given a direction, STUDENT will follow the 1-step directionwith 80% accuracy in 4 out of 5 opportunities.
Given 2-step directions, STUDENT will follow the 2-step directionswith 80% accuracy in 4 out of 5 opportunities.
Given 3-step directions, STUDENT will follow the 3-step directionswith 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 instructionswith 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 neededwith 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 instructionswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Getting the Teacher’s Attention
Given the need to get the teacher’s attention, STUDENT willlook at the teacher, raise HIS/HER hand, wait to be acknowledged, and ask their questionwith 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 answerwith 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 needswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Behavior
Given a social setting, STUDENT will identify expected and unexpected behaviors in themselves and otherswith 80% accuracy in 4 out of 5 opportunities.
Given a social setting, STUDENT will demonstrate expected behaviorsthat are expected in that settingwith 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 otherswith 80% accuracy in 4 out of 5 opportunities.
Given feedback regarding HIS/HER behavior, STUDENT will modify their behavior based on the feedbackwith 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 otherswith 80% accuracy in 4 out of 5 opportunities.
Given others’ behaviors, STUDENT will identify HIS/HER thoughts about others’ behaviorswith 80% accuracy in 4 out of 5 opportunities.
Given actions from others, STUDENT will modify their own behavior based on the actions of otherswith 80% accuracy in 4 out of 5 opportunities.
Given social interactions, STUDENT will maintain appropriate personal space and maintain safe hands and bodywith 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 situationwith 80% accuracy in 4 out of 5 opportunities.
Given classroom or small group discussion, STUDENT will make on-topic and appropriate commentswith 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/HERSELFwith 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 conclusionwith 80% accuracy in 4 out of 5 opportunities.
Given a task, STUDENT will listen carefully, gather materials, and begin working quietlywith 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 helpwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Group Work
Given a group activity, STUDENT will cooperate with others, use a kind voice, and follow the set group guidelinesfor the activitywith 80% accuracy in 4 out of 5 opportunities.
Given a group activity, STUDENT will use appropriate volume levelfor the activity and settingwith 80% accuracy in 4 out of 5 opportunities.
Given a group activity, STUDENT will discuss what goal needs to be achieved with the group, decidedHIS/HER role is going to be, accept help or feedback from peers, follow rules, share materials, and give praise to others,for the activitywith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Organized
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 teacherwith 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 classwith 80% accuracy in 4 out of 5 opportunities. Given an assignment, STUDENT will write down the assignment in HIS/HER planner or electronic devicewith 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 assignmentwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-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 leavingwith 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 stepswith 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 respondwith 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.
Return to Top
-General Conversation
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 promptwith 80% accuracy in 4 out of 5 opportunities.
Given a greeting from a peer or adult, STUDENT will acknowledge the greeting bylooking at the person andreturning 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 willspontaneouslycommunicate 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 adultwith 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 conversationalpartner’s emotional responses of HIM/HER when HE/SHE uses expected and unexpected behaviors during a conversationwith 80% accuracy in 4 out of 5 opportunities.
Given a small group discussion, STUDENT will demonstrate expected behaviors during preferred and un-preferred conversational topicswith 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 languagewith 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety ofverbal 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 cueswith 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 ask 1 or 2 follow-up questionsto ensure the conversation is two-sidedwith80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will look at the speaker, ask questions when appropriate, and not interrupt otherswith 80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will use the appropriate volume based on the settingwith 80% accuracy in 4 out of 5 opportunities.
Given a social situation or role-play scenario, STUDENT will give and accept complimentsappropriatelywith 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 topicwith 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 acknowledgeHIM/HER before continuingwith 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 informationwith 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 usecommunication breakdown strategies,such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouthto 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.
Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of informationduring a conversational exchangewith80% accuracy in 4 out of 5 opportunities.
Given a conversation, STUDENT will use a statement to end the conversation appropriatelywith80% accuracy in 4 out of 5 opportunities.
Return to Top
-Perspective
Given a social interaction, STUDENT will accurately identify another’s perspectivewith 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 partnerwith 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 waywith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-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
Given a problem, STUDENT willappropriatelyidentify the size of the problemwith 80% accuracy in 4 out of 5 opportunities.
Given problems at differing sizes, STUDENT will identify appropriate reaction size to the problemwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-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 concernwith 80% accuracy in 4 out of 5 opportunities.
Given warning and a change in routine, STUDENT will accept the change without becoming upsetwith 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 waywith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-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 situationwith 80% accuracy in 4 out of 5 opportunities.
Given a real-life or role-play conflict scenario, STUDENT will demonstrate appropriatepeer mediation skills to resolve the conflictwith 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 onwith 80% accuracy in 4 out of 5 opportunities.
Given criticism or feedback, STUDENT will look at the person, say “okay”, and not arguewith 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 optionwith 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 personwith 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 feelswith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Predictions/Inferencing
Given a picture, STUDENT will make a prediction or inference about the picturewith 80% accuracy in 4 out of 5 opportunities.
Given a short story, STUDENT will make a prediction or inference about the storywith 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 inferencewith 80% accuracy in 4 out of 5 opportunities.
Return to Top
Augmentative Alternative Communication
Speech Therapy Goals for AAC
- Picture Exchange Communication System (PECS)
- General
- Conversation
- Sign Language
Return to Top
-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 handwith 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 teacherwith 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 questionwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-General
Given augmentative symbols or device, STUDENT will carry device to various school and community locations(lunchroom, classroom, recess etc.) with minimal promptingwith 80% accuracy in 4 out of 5 opportunities.
Given augmentative symbols or device, STUDENT will independently navigate to the “home” pagewith 80% accuracy in 4 out of 5 opportunities.
Given a question or community helper or form, STUDENT will identify HIS/HER contact informationselecting (i.e. name, address, phone number, etc.)using augmentative symbols or devicewith 80% accuracy in 4 out of 5 opportunities.
Given a community sign, STUDENT will identifythe community sign(i.e. restroom, stop sign, crosswalk, exit, etc.)using augmentative symbols or devicewith 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 devicewith 80% accuracy in 4 out of 5 opportunities.
Given a group of pictures, STUDENT will identify the category of the picturesusing augmentative symbols or devicewith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object, STUDENT will identify the colorof the picture or objectusing augmentative symbols or devicewith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object, STUDENT will identify the shapeof the picture or objectusing augmentative symbols or devicewith 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 objectusing augmentative symbols or devicewith 80% accuracy in 4 out of 5 opportunities.
Given a group of objects, STUDENT will count the objectsand select the appropriate number of objects (1-10)using augmentative symbols or devicewith 80% accuracy in 4 out of 5 opportunities.
Given a picture or object, STUDENT will select matching wordusing augmentative symbols or devicewith 80% accuracy in 4 out of 5 opportunities.
Given 5 pictures of facial emotions, STUDENT will identify the emotionusingaugmentative symbols or devicewith 80% accuracy in 4 out of 5 opportunities.
Given a spoken question, STUDENT will select the desired activityusing augmentative symbols or devicewith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-Conversation
Given a communication partner, STUDENT will initiate a conversation with a peer or teacher (i.e. hello, how are you
Given a communication partner, STUDENT will maintain a conversationand engage in up to 3 conversational exchanges with a peer or teacher using augmentative symbols or devicewith 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 greeta peer or teacher using augmentative symbols or devicewith 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 devicewith 80% accuracy in 4 out of 5 opportunities.
Given a communication partner, STUDENT will inform others of past eventsusing augmentative symbols or devicewith 80% accuracy in 4 out of 5 opportunities.
Given a communication partner and a communication breakdown, STUDENT will repair the communication breakdownusing augmentative symbols or devicewith 80% accuracy in 4 out of 5 opportunities.
Return to Top
-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 requestwith 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 requestspontaneously across multiple school environments and the communitywith 80% accuracy in 4 out of 5 opportunities.
Given a conversational partner, STUDENT willintroduce HIMSELF/HERSELF by fingerspelling HIS/HER name or using HIS/HER name signwith 80% accuracy in 4 out of 5 opportunities.
Given a signed picture or object, STUDENT will receptively identify the picture or object that was signedwith 80% accuracy in 4 out of 5 opportunities.
Given 5 pictures or objects, STUDENT will expressively labelthe pictures or objects using signwith 80% accuracy in 4 out of 5 opportunities.
Given 5 pictures of facial emotions, STUDENT will identify the emotionusing signwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
Figurative Language
Speech Therapy Goals for Figurative Language
Given a reading task, STUDENT will identify and interpret the meaning ofidioms, metaphors, similes, or proverbswith 80% accuracy in 4 out of 5 opportunities.
Given a writing task, STUDENT will create similes and/or metaphors in a sentence or paragraphwith 80% accuracy in 4 out of 5 opportunities.
Given a reading task, STUDENT will make predictions and inferences based ontextual evidencewith 80% accuracy in 4 out of 5 opportunities.
Given a reading task, STUDENT will make inferences based on a character in
Return to Top
Written Language
Speech Therapy Goals Written Language
Given a writing task, STUDENT will producegrammatically correct sentenceswith 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 writingwith 80% accuracy in 4 out of 5 opportunities.
Given a short story or video, STUDENT will answer
Given a graphic organizer, STUDENT will producea five paragraph essay including anintroduction, topic sentences, transitions, and conclusionwith 80% accuracy in 4 out of 5 opportunities.
Return to Top
Intelligibility
Speech Therapy Goals Intelligibility
Given a communication partner and a communication breakdown, STUDENT will useclear slow speechand 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.
Given a communication partner and a communication breakdown, STUDENT will usecommunication breakdown strategies,such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouthto 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.
Return to Top
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.
