speech language therapy goal bank

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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.

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speech goals
aac goals
language goals

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comprehension
syntax
narratives
vocabulary

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language goals

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Describing
  • Given a visual, NAME will describe a familiar object by its category in 4 out of 5 opportunities.
  • Given a sentence starter, NAME will describe an object by its category and 1 or more additional features in 4 out of 5 opportunities.
  • Given a familiar visual, NAME will describe pictures by category and two or more key attributes in 75% of opportunities. 
  • NAME will describe a pictured object in 3 or more ways in 8/10 opportunities given a familiar visual.
Defining
  • NAME will define words by category and by two or more key attributes 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 use a vocabulary graphic organizer to generate their own definition for a word on 4/5 trials following a discussion of parts of speech, related words, etc.
  • NAME will define age-appropriate vocabulary words using synonyms, by negation (not a…), antonyms, and by example during structured activities with 80% accuracy and minimal cues.
Affixes
  • Given example words from her curriculum, NAME will state the meaning of 15 different prefixes or suffixes given no adult support.
  • NAME will use morphological awareness strategies (e.g., identification of prefixes, suffixes and root words) to define vocabulary words from short texts in 4 out of 5 opportunities.
Strategy Use
  • NAME will explain the meaning of a multiple meaning word using context clues in 70% of opportunities given 1 verbal prompt.
  • NAME will use vocabulary strategies (e.g., part of speech, context clues, affixes, dictionary use) to define unknown words found in short texts in 75% of opportunities given a visual.
Math
  • NAME will compare math vocabulary terms to their opposites (antonyms) and to words with similar but not identical meanings (synonyms) in 80% of opportunities.
  • NAME will define math vocabulary words found in given word problems in 4 out of 5 opportunities.

vocabulary

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Story Grammar
  • Given 3 or less verbal cues, student will sort pictures and/or text by story grammar part (e.g., characters, settings, problems, solutions) with 80% accuracy.
  • Student will identify 5 or more story grammar parts in short narratives in 4 out of 5 observed opportunities given familiar visuals and a graphic organizer.
  • Given story grammar visuals and a graphic organizer, student will retell short narratives including 5 or more different story grammar parts in 4 out of 5 observed opportunities.
Understanding Narratives
  • NAME will answer simple comprehension questions about short stories read out loud with 65% accuracy given a familiar visual.
  • NAME will identify the character, setting, problem, and solution from picture books read out loud in 75% of opportunities given a graphic organizer.
  • NAME will answer story grammar based questions about a short narrative with 75% accuracy across 3 consecutive sessions.
Telling Stories
  • NAME will retell the story from a picture book and include a clear beginning, middle, and end in 2 out of 3 opportunities given a familiar visual and moderate verbal cues.
  • NAME will retell a short story and include a clear problem and solution in 3 out of 5 opportunities given minimal therapist support.
  • NAME will retell a story and include 4 or more story grammar elements in her retell in 3 out of 5 opportunities given a familiar visual.
  • 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.
  • NAME will tell a personal story including a clear beginning, middle, and end in 3 out of 5 opportunities given moderate verbal cues and a familiar visual.

Narratives

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Sentence Formulation
  • Given individual words from a sentence and a familiar visual, NAME will formulate a sentence to describe a picture in 3 out of 5 opportunities.
  • Given individual words from a sentence, NAME will formulate a grammatically correct sentence 5-7 words in length in 75% of opportunities.
  • NAME will formulate sentences containing past tense verbs to describe completed actions in pictures with 75% accuracy.
  • NAME will formulate a sentence containing a given conjunction to describe a picture in 70% of opportunities.
Question Formulation
  • Given a familiar visual or written cues, NAME will ask for help using a question in 70% of observed opportunities.
  • Given individual words from a question, NAME will formulate a grammatically correct question 5-7 words in length in 75% of opportunities.
  • NAME will formulate 2 or more questions to get more information about a vague statement in 4 out of 5 opportunities given minimal support.
Sentence Combining
  • Given two sentences and a target conjunction, NAME will combine the sentences with 80% accuracy.
  • NAME will create a complex or compound sentence when given a target conjunction with 80% accuracy for at least 5 conjunctions.
  • Given a target simple sentence, NAME will add an embedded detail (adverb and/or adjective) to create a new sentence with 80% accuracy.
  • After writing a paragraph, NAME will revise the paragraph by combining sentences at least two times with 80% accuracy.
  • After giving a two-minute language sample about a specified topic, NAME will review the transcription and combine sentences with 80% accuracy.
  • Given an object, NAME will describe the object with a sentence including a relative clause in 80% of opportunities.

syntax

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WH Questions
  • Given 2-3 picture answer choices, NAME will answer simple WH questions by pointing to the correct picture in 3/5 opportunities given minimal cues.
  • Given a familiar picture from her life, NAME will answer 2-3 WH questions about a personal experience in 70% of opportunities.
  • NAME will answer simple WH questions about a short text with 75% accuracy given a familiar visual and 1 verbal cue.
Inferencing & Predicting
  • Given a picture from a picture book, NAME will make an inference and describe a clue that contributed to his inference in 4 out of 5 opportunities provided minimal verbal cues.
  • Given a photo or presented scenario, NAME will make a prediction about what might happen next in 3 out of 5 given opportunities.
  • Given a photo or presented scenario, NAME will answer inferential questions with 65% accuracy across 3 consecutive sessions.
  • NAME will answer inferential questions about a short story in 75% of opportunities given a familiar visual.
Following Directions
  • 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.
Compare/Contrast
  • 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.
Understanding Non-Fiction Texts
  • NAME will retell the main points of a short text in 2 out of 3 opportunities given a familiar graphic organizer.
  • 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.
  • NAME will demonstrate the ability to utilize reading comprehension strategies (i.e., visualization, context clues, number paragraphs, highlight, underline, etc.) in order to answer factual and more complex reading comprehension questions with no more than 2 verbal prompts with 80% accuracy.
Text Structure
  • Given a paragraph long text, NAME will identify the text structure and name the main idea of the text in 3 out of 5 opportunities given a visual and a familiar graphic organizer.
  • Given a short text and a familiar graphic organizer, NAME will summarize the main points of the text in 3 out of 5 opportunities when provided with minimal adult support. 

comprehension

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Simple Describing with Adjectives Sentence Sliders

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One Sheet Real Picture Describing

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Early Describing and Categorizing

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Prefix and Suffix Activities

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Upper Level Vocabulary Strategies

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Vocabulary Worksheets for Speech Therapy

vocabulary

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Searching for Home

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Creating Narratives from Real Pictures

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Learning and Identifying Story Grammar Parts in Narratives

narratives

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Question Formulation Maps

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Digital Sentence Sliders Bundle

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Systematic Sentence Combining

syntax

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Non-Fiction Text Comprehension

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story grammar parts expansion

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Narrative Texts Comprehension Expansion Pack

comprehension

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Compare and Contrast Speech Therapy

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Answering WH Questions From Short Text

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WH Questions with Real Pictures

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identifying story grammar parts in narratives

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teaching text structures

For more information on AAC goals, check out Linda Burkhart's resource on writing AAC IEP goals.
repair
access
device use
communication functions

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AAC Goals

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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. 


communication functions

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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.

device use

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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.

ACCESS

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1. NAME will repair communication breakdowns using (total communication including high-tech AAC device) in 75% of observed opportunities given XXX.

REPAIR

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Printable Communication Book

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AAC Implementation Toolkit BUNDLE - English and Spanish

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AAC Implementation Toolkit

Intelligibility
Phonology
Speech Sounds

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speech Goals

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  • (In what context) NAME will produce /SOUND/ in words/sentences/conversation with xx% accuracy (given what supports).
  • NAME will produce /l/ in single words with 75% accuracy given minimal support.
  • NAME will produce /s/ during spontaneous speech in a structured setting with an average of 80% accuracy across 2 sessions.

Speech Sounds

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  • NAME will produce 3 and 4 syllable words with 80% accuracy in 4/5 data collection opportunities.
  • NAME will produce 2 sounds in a consonant cluster (e.g., sm, sk, sn) in the initial position of (words, phrases, sentences) with 80% accuracy in 4/5 data collection opportunities.
  • NAME will produce final consonants in CVC words with 80% accuracy in 4/5 data collection opportunities.
  • Given a visual, NAME will produce /d/ and /t/ in the initial position of words with 80% accuracy in 4/5 data collection opportunities.

phonology

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  • 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.

Intelligibility

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Visual Syllable Webs

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No Prep Articulation Activities Using High Frequency Words

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Mini Articulation Cards

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Articulation Menus Bundle

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Articulation News

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Cycles Approach for Phonological Processes

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Cycles for Phonology Toolkit

phonology
Self-Advocacy
Problem Solving
Perspective Taking
Inferencing/Predicting
Emotional Awareness and Regulation

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everything else

Conversation
Executive Functioning
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  • Given a familiar visual, NAME will name how she is feeling in 2 out of 3 opportunities.
  • NAME will identify two body sensations related to a feeling he is experiencing in 60% of opportunities given a visual and moderate adult support.
  • Given a familiar visual and verbal cues, NAME will indicate how he is feeling and why in 60% of observed opportunities.

Emotional Awareness and Regulation

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  • Given presented and incidental social scenarios, NAME will make an inference and describe a clue that contributed to his inference based on 4/5 opportunities provided minimal verbal cues.

Inferencing/Predicting

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  • 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.
  • 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.
  • 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.

Perspective Taking

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  • 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 self-rated small problem in 4/5 opportunities given 1 verbal cue.

Problem Solving

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  • Given a familiar visual or written cues, NAME will appropriately ask for help using a question in 70% of observed opportunities.
  • NAME will identify what help he would need in presented and incidental scenarios in 75% of opportunities.
  • When he needs assistance, NAME will explain the problem so his listener can understand and appropriately ask for help in 3 out of 5 observed opportunities in the classroom setting.
  • NAME will describe 3 or more strategies or tools that help her be successful in an academic environment.

Self-Advocacy

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  • 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.

Conversation

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  • NAME will make a 3-step plan for an upcoming activity in 3 out of 4 opportunities given a graphic organizer and minimal adult support.
  • NAME will make and follow a 3-step plan containing preferred activities in 3 out of 4 consecutive therapy sessions.
  • NAME will make a 3 or more step plan and back-up plan in case something goes wrong given minimal adult support in 3 out of 4 opportunities. 

Executive Functioning

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Emotional Awareness Activities

Emotional Awareness and Regulation

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Inferencing and Predicting Using Real Pictures

Inferencing/Predicting

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inferencing and predicting using real pictures

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Identifying Emotions

Perspective Taking

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Describing and Solving Problems

Problem Solving

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Let's Talk - A Conversation Game

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Basic Conversation Visuals and Scripts

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Social Skills Focus Sheets

Conversation

Whatever you are practicing—you are getting better at.

- Brooke Castillo

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