Middle School Speech and Language Therapy Goal Bank

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SOCIAL SKILLS

BEHAVIOR

  • NAME will use whole body listening in the classroom in 60% of opportunities.
  • NAME will identify expected and unexpected behaviors in herself and in social scenarios with 70% accuracy.
  • NAME will identify how his behaviors and comments make others feel in 70% of opportunities provided minimal verbal and visual cues.
  • NAME will demonstrate socially expected behaviors, comments, and vocal volume in 80% of opportunities given 2 or fewer verbal or visual cues.
  • When given a specific behavior, NAME will identify how it makes others feel, the consequences, and how that impacts how he feels about himself with 70% accuracy and a visual or graphic organizer.

CONVERSATION

  • Given written or verbal cues, NAME will initiate a conversation with a peer, ask a question, and answer a question in 80% of observed opportunities.
  • NAME will ask reciprocal questions of a therapist or peer in 4/5 opportunities across 3 consecutive sessions provided minimal verbal and visual cues.
  • NAME will identify how to greet and initiate a conversation with a peer, and will appropriately initiate a conversation with a peer in 3/5 opportunities provided moderate cues.
  • NAME will use conversation maintenance strategies (i.e. making comments to perpetuate the conversation, providing turn taking opportunities) in 70% of opportunities.
  • Given a visual, NAME will demonstrate appropriate topic maintenance, as evidenced by taking 3+ turns per conversational topic, 3x per 30-minute session, across 3 consecutive sessions.
  • Given a conversation with one other peer or adult, NAME will maintain a topic of conversation of the other person’s choosing by asking partner-focused questions and making comments for at least 3 conversational turns in 70% of opportunities.

PROBLEM SOLVING

  • NAME will use visual mapping to determine 2 or more possible outcomes to a social situation or problem, and determine which outcome would be most appropriate and why in 4 out of 5 opportunities given a familiar visual and minimal verbal cues.
  • NAME will identify the size of presented or incidental problems with 80% accuracy given a familiar visual and minimal verbal cues.
  • NAME will identify how to be flexible in response to a little problem in 4/5 opportunities given 1 verbal cue.

OTHER

  • Given a familiar visual or written cues, NAME will appropriately ask for help using a question in 70% of
    observed opportunities.
  • Given a familiar visual and verbal cues, NAME will indicate how he is feeling and why in 60% of observed opportunities.
  • NAME will correctly identify how others are feeling and identify at least one specific visual cue in 80% of opportunities given a familiar visual and gestural cues.
  • NAME will make an inference and describe a visual clue that contributes to his inference, based on presented and incidental social scenarios on 4/5 opportunities provided minimal verbal cues.
  • Given a hypothetical social scenario and a familiar visual, NAME will describe the perspectives, intentions, thoughts, or feelings of the people involved in 70% of opportunities.

 

LANGUAGE

EXPRESSIVE LANGUAGE

  • Given a picture or a series of pictures, NAME will formulate 4 or more grammatically correct sentences to tell a short narrative describing the picture in 70% of opportunities with less than 15% mazing.
  • After reading a short passage, NAME will determine the main idea and explain how it is supported by key details in 80% of opportunities given a visual and/or graphic organizer.
  • Given multi-paragraph, non-fiction text from her curriculum and a graphic organizer, NAME will summarize the text in her own words to demonstrate comprehension without adult support in 70% of opportunities.
  • Given two pictures, STUDENT will identify 2 or more ways they are similar and 2 or more ways they are different in 80% of opportunities.
  • Given a familiar graphic organizer and/or visual, STUDENT will compare and contrast two familiar items in 3-5 ways in 3 out of 4 observed opportunities.
  • Given a familiar graphic organizer, STUDENT will compare and contrast two characters from grade level books in 3 out of 4 observed opportunities.

VOCABULARY

  • Given a sentence containing an unknown vocabulary word, NAME will use synonym or antonym based context clues as a clue to the meaning of a word and define the word in 70% of opportunities.
  • NAME will define words by category and by two or more key attributes in 80% of opportunities.
  • NAME will demonstrate understanding of words, including math vocabulary terms, by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms) in 80% of opportunities.
  • Given 1 cue, NAME will define a curricular vocabulary word using a complete sentence with correct grammar in 70% of opportunities.
  • NAME will explain the meaning of a multiple meaning word using context clues in 70% of opportunities given 1 verbal prompt.
  • Given words, NAME will be able to define age-appropriate vocabulary words using synonyms, by negation (not a…), antonyms, and by example during structured activities with 80% accuracy and minimal cues.
  • Given example words from her curriculum, NAME will state the meaning of 15 different prefixes or suffixes given no adult support.

RECEPTIVE LANGUAGE

  • Given a visual and up to 1 verbal cue, NAME will use strategies (i.e., rehearsal, visualization, asking for repetitions, writing down the steps) to follow multistep directions in 70% of observed opportunities.
  • Given a written direction, NAME will identify the most important information in the direction and name 1 or more strategies he could use to follow the direction accurately in 80% of opportunities with minimal cues.

 

AAC

  • NAME will independently navigate to 4 different, contextually appropriate pages within his “Group” folder within a 30 minute activity.
  • Given 1 verbal cue, NAME will combine 2 or more symbols to make requests in 70% of opportunities during routine or semi-structured activities.
  • Given 1 cue, NAME will use greetings on his “Social” page to respond to adults and peers in 3 out of 5 opportunities.
  • When NAME wants a particular item or activity, he will use his communication device to make a specific request and bring it within 3 feet of a communication partner in 50% of observed opportunities given 1 verbal and gestural prompt.

 

INTELLIGIBILITY

  • When not understood, NAME will independently use communication repair strategies (e.g., restate what he said, increase volume, use slow rate, stress multisyllabic words, use precise articulation) in 3 out of 4 observed opportunities.

 

Looking for more goal ideas? I’d recommend IEP Goal Writing for Speech-Language Pathologists. It contains tons of goal ideas linked to standards.

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