These goals are just examples and should be modified to fit your specific client's goals, needs, family desires, and your clinic expertise. They only represent a small portion of the goals you might target in speech and language therapy. In addition, you need to follow the guidelines, laws, and rules of your facility, your state, and all federal rules when writing goals of your own.
Non-Fiction Text Comprehension
story grammar parts expansion
Narrative Texts Comprehension Expansion Pack
Compare and Contrast Speech Therapy
Answering WH Questions From Short Text
WH Questions with Real Pictures
identifying story grammar parts in narratives
teaching text structures
1. Given (insert supports here including - access to their robust communication system, familiar communication partner, consistent modeling, sensory supports, indirect verbal prompts, etc...) NAME will communicate for # or more different communicative functions/purposes (e.g., greeting others, making comments, requesting, refusing, sharing information, labeling, asking/answering questions, etc...) during a 20 minute activity (or other time period - a school day, class period).
2. During a 30 minute activity, NAME will independently point to a symbol to (add communication functions here - like greet others, make comments, refuse, share information, label, or ask/answer questions) 5 or more times given access to his robust communication system and consistent adult modeling.
3. When provided with a familiar communication partner, consistent modeling, her (describe - robust, high-tech, etc..) communication system, and moderate verbal prompts, NAME will communicate 5 different (single words? 2-3 word phrases?) for at least 3 different communicative functions during a 20 minute session in 4 out of 5 consecutive sessions.
4. Given 1 indirect verbal cue, NAME will combine 2 or more symbols to make requests in 70% of opportunities during routine or semi-structured activities.
5. Given modeling on his AAC device and an expectant pause, NAME will combine 2 or more symbols on his AAC device to express 3 or more different communicative functions (add communication functions here - like greet others, make comments, request, refuse, share information, label, or ask/answer questions) during a 15 minute classroom observation in 3 out of 5 consecutive observations.
1. NAME will independently navigate to 4 different, contextually appropriate pages within his “Group” folder within a 30 minute activity.
2. NAME will independently navigate to the home screen in 75% or more of observed opportunities across a 20 minute semi-structured activity.
3. 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.
4. Given 1 cue, NAME will use greetings on his “Social” page to respond to adults and peers in 3 out of 5 opportunities.
1. NAME will carry his AAC system with him for 5 transitions per school day across 4 out of 5 days in a week given 1 indirect verbal cue as measured by classroom observation, teacher interviews, and data collection.
2. During a classroom period, NAME will transition with device around the room or between activities in 80% of observed opportunities.
1. NAME will repair communication breakdowns using (total communication including high-tech AAC device) in 75% of observed opportunities given XXX.
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