Speech Therapy Goals

Why re-invent the wheel? Many speech therapy goals are very similar and are needed again and again. This speech therapy goal bank makes the process free and easy. Just:

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

Addressing Speech Therapy Goals Throughout Sessions

Children make great progress when they identify their speech and language goals in every session. Here are three ways to do it. 

Schedule for the day: When you outline what the day’s session will be about, have each child state their goal right after the Greetings. 

During speech and language tasks, have children take data on their goal.

At the end of the speech session, have the child identify their goal and how they did in order to receive their prize or sticker. 


Speech Therapy Goal Bank

Articulation Goals

ARTICULATION – Sounds/sonidos

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

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

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

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

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

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

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

ARTICULATION – Consonant clusters/Grupos de consonantes

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

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

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

Will use X blends at paragraph level 
Producirá palabras con grupos de consonantes con el sonido X al nivel de párrafo

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

Phonology Goals

PHONOLOGY for children ages 3+ – Syllabic

Will reduce the process of weak syllable deletion by producing all syllables of: a) two- and b) three-syllable words at the [word/phrase/sentence] level

Disminuirá el proceso de omisión de sílabas átonas al producir todas las sílabas en palabras con a) dos y b) tres sílabas al nivel de [palabra/frase/oración]

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

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

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

PHONOLOGY for children ages 3+ – Syllabic

Will reduce the process of weak syllable deletion by producing all syllables of: a) two- and b) three-syllable words at the [word/phrase/sentence] level

Disminuirá el proceso de omisión de sílabas átonas al producir todas las sílabas en palabras con a) dos y b) tres sílabas al nivel de [palabra/frase/oración]

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

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

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

PHONOLOGY for children ages 3+ – Substitution

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

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

Will reduce the process of assimilation by producing 2-3 syllable words with all age-appropriate phonemes at the [word/phrase/sentence] level
Disminuirá el proceso de asimilación al producir palabras de 2-3 sílabas con sonidos apropiados por su edad al nivel de [palabra/frase/oración] [/wptabcontent]

PHONOLOGY For children ages 5+ – Syllabic

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

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

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

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

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

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

Receptive Language Goals

RECEPTIVE LANGUAGE – Vocabulary

Will increase understanding of age-appropriate receptive vocabulary
– Identify #-unique nouns by pointing to pictures
– Identify #-unique action verbs by pointing to pictures
– Identify #-unique adjectives by pointing to pictures (size/shape/color/texture, etc.)

Aumentará conocimiento de vocabulario receptivo apropiado para su edad
– Identificar #-sustantivos, señalando a fotos
– Identificar #-verbos, señalando a fotos
– Identificar #-adjetivos, señalando a fotos (tamaño/forma/color/textura, etc.)

Will identify word-relationships
– Identify parts of a whole by pointing to pictures/objects
– Identify category members by grouping items/pointing to pictures
– Complete analogies by pointing to a picture

Identificará las relaciones entre palabras
– Identificará partes de un entero, señalando a fotos/objetos
– Identificará miembros de una categoría, juntando objetos/señalando a fotos
– Completará analogías semánticas, señalando a fotos

Will identify age-appropriate concepts by pointing to pictures/objects
– Identify color concepts by pointing to pictures/objects
– Identify size concepts by pointing to pictures/objects
– Identify shape concepts by pointing to pictures/objects

Identificará conceptos apropiados para su edad, señalando a fotos/objetos
– Identificará conceptos de color, señalando a fotos/objetos
– Identificará conceptos de tamaño, señalando a fotos/objetos
– Identificará conceptos de forma, señalando a fotos/objetos

RECEPTIVE LANGUAGE – Following Directions

Will follow #-step directions
– Follow 1-step directions
– Follow 2-step directions
– Follow 3-step directions

Seguirá instrucciones de #-paso
– Seguirá instrucciones de 1-paso
– Seguirá instrucciones de 2 pasos
– Seguirá instrucciones de 3 pasos

Will follow #-step directions with age-appropriate modifiers
– Location (e.g., spatial concepts)
– Quantity (e.g., number, more/less)
– Quality (e.g., size, color, shape)
– Pronouns

Seguirá instrucciones de # pasos que incluyen conceptos descriptivos apropiados por su edad
– Conceptos de ubicación (en frente, atrás, arriba, abajo etc.).
– Conceptos de cantidad (todos, ninguna, algunos etc.)
– Conceptos de cantidad (tamaño, color, forma)
– Pronombres (el, ella, tuya, mío, etc.) 

RECEPTIVE LANGUAGE – Answering Questions

Will answer age-appropriate ‘yes/no’ questions related to a variety of contexts
– Personal experiences
– Classroom discussions
– Stories

Contestará preguntas de ‘si/no’ apropiados para su edad en relación a una variedad de contextos
– experiencias personales
– discusiones en el salón
– cuentos

Will answer age-appropriate wh- questions in a variety of contexts
– Answer age-appropriate wh- questions related to a story
– Answer age-appropriate wh- questions related to an activity
– Answer age-appropriate wh- questions related to discussion

Contestará preguntas apropiadas para su edad en una variedad de contextos
– Contestará preguntas apropiadas para su edad, sobre un cuento
– Contestará preguntas apropiadas para su edad, sobre una actividad
– Contestará preguntas apropiadas para su edad, sobre discusiones

Will answer a variety of age-appropriate wh- question types
– Answer ‘who’ questions
– Answer ‘what’ questions
– Answer ‘when’ questions
– Answer ‘where’ questions
– Answer ‘why’ questions

Contestará una variedad de preguntas apropiados para su edad
– Contestará preguntas de “quién”
– Contestará preguntas de “qué”
– Contestará preguntas de “cuándo”
– Contestará preguntas de “dónde”
– Contestará preguntas de “por qué”

Expressive Language Goals

EXPRESSIVE LANGUAGE – Morphology

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

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

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

Will use article/number agreement [in a structured activity/inconversation]
Usará los artículos con el numero apropiado [en una actividad estructurada/en conversación]

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

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

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

EXPRESSIVE LANGUAGE – Syntax

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

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

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

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

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

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

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

EXPRESSIVE LANGUAGE – Utterance Expansion

Will increase utterance length to two words in _% of opportunities
Aumentará sus frases para incluir dos palabras en __% de las oportunidades

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

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

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

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

Will respond during an activity with rote phrases (It’s your turn) with cues
Responderá durante de una actividad con frases familiares (A ti te toca) con apoyos

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

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

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

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

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

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

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

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

EXPRESSIVE LANGUAGE – Narrative Development

Will sequence a story or activity that includes [#] parts
Pondrá las partes de una historia o actividad en orden

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

The student will use descriptive language to tell stories
Usará lenguaje descriptivo para contar cuentos

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

The student will use sequence words to verbally order an event (e.g. first, next, then, after that, last).
Usará palabras temporales para ordenar eventos (primero, segundo, después, al final)

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

Will state a sequence of event/procedure
Expresará una secuencia de un evento o procedimiento

EXPRESSIVE LANGUAGE – Narrative Development for Older Students

Will answer “wh” questions after listening to a short story
Contestará preguntas simples después de escuchar un cuento corto

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

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

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

Will distinguish between fact and fantasy
Distinguirá entre fantasía y realidad

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

EXPRESSIVE LANGUAGE – Vocabulary Development

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

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

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

Will label [common objects/nouns/actions] in [a phrase/sentence/conversation] with [cues] in [_%] of opportunities
Nombrará [objetos comunes/sustantivos/acciones] en [una frase/oración/conversación] con [apoyos] en [_%] de oportunidades

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

Will name category of objects [cues] in [__%] of opportunities
Nombrará la categoría de objetos con [apoyos] en [_%] de oportunidades

Will include an attribute (red/big/2 car(s)) when describing an object(s)
Incluirá un atributo (carro rojo/grande, dos carros) cuando describa un objeto

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

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

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

Will state opposites
Dirá opuestos

Will state synonyms
Dirá sinónimos

EXPRESSIVE LANGUAGE – Gestures/signs

Will pair vocalizations with gestures when indicating want or requesting objects
Pondrá sonidos con gestos cuando quiere algo o pide una cosa

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

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

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

Will imitate vocalizations when requesting objects
Imitará sonidos cuando pide objetos

Will vocalize and gesture to communicate “want.”
Usará sonidos y gestos para comunicar “quiero.”

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

Pragmatic Language Goals

PRAGMATICS – General Communication

Will initiate a request with sign or gesture (raising hand, eye contact) in 7/10 opportunities.
Iniciará una solicitud con gestos (levantar la mano, mirada de los ojos) en 7/10 de las oportunidades.

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

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

PRAGMATICS – Play Skills

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

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

Will demonstrate parallel play with peers for ___ minutes
Jugará a lado de sus compañeros por ___minutos

Will demonstrate symbolic play
Jugará juegos simbólicos

Will demonstrate pretend play
Demostrará juegos de fantasía

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

PRAGMATICS – Joint Attention

Will demonstrate joint attention for X minutes
Demostrará atención conjunta por X minutos

Will initiate a point to gain the communication partner’s attention
Apuntará para llamar la atención de una pareja de comunicación

Will follow eye gaze with a point
Seguirá la mirada de los ojos con un gesto de dedo

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

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

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

PRAGMATICS – Behavior/Expectations

Will identify expected/unexpected behaviors in themselves and others
Identificará comportamientos esperados/inesperados en ellos mismos y otras personas

Will demonstrate expected/unexpected behaviors in themselves
Demostrará comportamientos esperados/inesperados en ellos mismos

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

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

Will describe/predict how their own behavior will affect the thoughts and feelings of others
Describirá/ Predecirá como el comportamiento de de ellos mismos afectan los pensamientos y sentimientos de otras personas

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

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

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

PRAGMATICS – Conversation

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

Will take ___turns during conversation with peer/teacher/parent/
Tomará ___ turnos de hablar durante una conversación con un/a compañero/a; un/a maestro/o; su madre/padre

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

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

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

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

PRAGMATICS – Predictions/Inferencing

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

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

Fluency Goals

FLUENCY – Desensitization

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

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

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

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

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

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

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

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

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

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

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

FLUENCY – Stuttering Modification Techniques

Will name and describe stuttering modification techniques (cancellation, pull-out, preparatory set)
Nombrará y describirá las estrategias de modificar la tartamudez

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

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

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

Will use voluntary stuttering…
Tartamudeará voluntariamente…
– during structured therapy activities.
durante actividades estructuradas
– in an assigned situation outside of therapy
en situaciones fuera del salon de terapia
– during daily activities.
durante actividades de su vida diaria

Will use cancellation….
Usará cancelacion…
– to name and describe
para nombrar y describir
– in structured activities
durante actividades estructuradas
– in narration/conversation
en narrativos/conversación
– outside of therapy
afuera de la terapia

Will use strategy of pull-out…
Usará la estrategia de salir suavamente de un momento de desfluidez…
– to name and describe
para nombrar y describir
– in structured activities
durante actividades estructuradas
– in narration/conversation
en narrativos/conversación
– outside of therapy
afuera de la terapia

Will use prepatory set…
Usará la estrategia de ‘prepatory set’…
– to name and describe
para nombrar y describir
– in structured activities
durante actividades estructuradas
– in narration/conversation
en narrativos/conversación
– outside of therapy
afuera de la terapia

FLUENCY – Fluency Shaping Techniques

Will name and describe fluency facilitating techniques
Nombrará y describirá las estrategias que facilitan la fluidez

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

Will use slow rate…
Hablará despacio…
– when telling a story or during other structured therapy activity
— al decir un cuento o durante otras actividades estructuradas

Use easy onset…
Empezará suave
– at the word level
en palabras
– at the phrase level
en frases
– when telling a story or during other structured therapy activity
al decir un cuento o durante otras actividades estructuradas

Will use fluency shaping techniques when telling a story or during other structured therapy activities
Aplicará las estrategias para modificar la fluidez

FLUENCY – Secondary Behaviors

Will identify and reduce secondary behaviors…
Identificará y reducirá los comportamientos secundarios

– in structured activities during therapy.
durante actividades estructuradas en la terapia
– in narration/conversation during therapy
en narrativos/conversación
– outside of therapy in school/social setting
afuera de la terapia en la escuela/ambientes sociales[/wptabcontent]
[wptabtitle] VOICE – Breath Support[/wptabtitle]
[wptabcontent]Student will describe the general problem and the goal of therapy
Describirá el problema general y la meta de terapia

Will judge appropriateness of model voice
Evaluará la calidad apropiada de la voz con un modelo de la terapista

Will judge appropriateness of student’s own voice
Evaluará la calidad apropiada de su propia voz

Will identify situations in which appropriate volume is needed
Identificará situaciones cuando sea necesario usar un volumen apropiado

Student will establish adequate breath support
Establecerá un nivel de respiración adecuada para el habla

Will sustain phonation for 10-15 seconds at target loudness level
Sostendrá fonación por 10-15 segundos al nivel apropiado de volumen

Voice Goals

VOICE – Volume

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

Will approximate target volume level in sentences
Usará un nivel de volumen dirigido aproximado en oraciones

Will approximate target volume level in connected speech
Usará un nivel de volumen dirigido aproximado en conversación

Will approximate target volume level in non-therapy situations
Usará un nivel de volumen dirigido aproximado en situaciones afuera de terapia

Will approximate target volume level for optimal participation
Usará un nivel de volumen dirigido aproximado para participación óptima

Will approximate target volume level in classroom activities
Usará un nivel de volumen dirigido aproximado en actividades de la clase

Will speak using a volume appropriate to varied situations, within the limits of his/her physical mechanism
Hablará usando un volumen apropiado en diferentes situaciones, dentro del rango normal de su mecanismo físico

VOICE – Resonance

Will describe the general problem and the goal of therapy
Describirá el problema general y la meta de terapia

Will explain the function of the vocal mechanism
Explicará la función del mecanismo vocal

Will judge appropriateness of model voice
Evaluará la calidad apropiada de la voz con un modelo de la terapista

Will judge appropriateness of student’s own voice
Evaluará la calidad apropiada de su propia voz

Will identify appropriate/inappropriate nasal resonance in self and others
Identificará resonancia nasal apropiada/no apropiada en sí mismo y los demás

Will speak using optimal voice resonance, within the limits of his/her physical mechanism
Hablará usando resonancia vocal óptima, dentro de los límites de su propio mecanismo físico

Will use appropriate nasal resonance in single words progressing to conversational speech
Usará resonancia nasal apropiada en el nivel deseado [palabras, frases, oraciones, conversaciones]

Will approximate target resonance in phonemes, syllables, words, phrases, sentences, connected speech, different speaking situations
Usará resonancia nasal aproximada en fonemas, sílabas, palabras, frases, oraciones, conversación, y situaciones diferentes

VOICE – Pitch

Will imitate optimum pitch in syllables, words, phrases and sentences
Imitará tono de voz óptimo en sílabas, palabras, frases y oraciones

Will use optimum pitch in syllables, words, phrases, and sentences
Usará tono de voz óptimo en sílabas, palabras, frases y oraciones

Will use optimum pitch in reading and structured conversation
Usará tono de voz óptimo en lectura y conversación estructurada

Will use optimum pitch in conversational speech across two environments
Usará tono de voz óptimo al nivel de conversación a través de dos lugares

Will use appropriate vocal pitch in single words progressing to conversational speech
Usará tono vocal apropiado en el nivel deseado [palabras, frases, oraciones, conversaciones]

Will use appropriate stress patterns in single words progressing to conversational speech
Usará patrones de estrés apropiados en el nivel deseado [palabras, frases, oraciones, conversaciones]

VOICE – Self-Awareness and Vocal Hygiene

Will identify basic anatomical features (larynx [voice box], throat, tongue. etc.) given a diagram
Identificará características anatómicas básicas (laringe [caja de voz], garganta, lengua, etc.) usando un diagrama

Will describe how voice is produced to include phonation, resonance and respiration
Describirá como está producida la voz, incluyendo fonación, resonancia y respiración

Will describe basic features of voice (quality, volume, pitch, nasality)
Describirá características básicas de la voz (calidad, volumen, tono, nasalidad)

Will describe and imitate optimal breathing while speaking
Describirá e imitará respiración óptima mientras que está hablando

Need Speech and Language Goals in Spanish?

We translated all our goals into Spanish for you to share with Spanish-speaking parents. Just copy the Spanish portion along with the English portion and paste them into your speech language report.

There is a trick we can use when a child speaks Spanish or another language and we are unsure which speech and language goals: Choose goals that are appropriate in both languages! Look here:

Speech Therapy Goals that Work Regardless of Home Language

Early Language Milestones

Language MilestonesEnglishSpanish
using gestures9-12mo9-12mo
following simple
commands
12-15mo12-15mo
symbolic play18mo18mo
episodic play36mo36mo
recognizes familiar
objects when named
7-12mo7-12mo

Toddler Language Skills

Language MilestonesEnglishSpanish
combine 2 words1-2yrs1-2yrs
point to named items in
book/picture
1-2yrs1-2yrs
combine 2-3 words2-3yrs2-3yrs
follow 2-step directive2-3yrs2-3yrs
present progressive verb
form
2-3yrs2-3yrs
plural use2-3yrs2-3yrs

Preschool Language Skills

Language MilestonesEnglishSpanish
possessives3-4yrs3-4yrs
negatives3-4yrs3-4yrs
answer simple WH?s3-4yrs3-4yrs
combine 4+ words3-4yrs3-4yrs
tells story related to topic4-5yrs4-5yrs
use of adjective and
descriptors in sentences
4-5yrs4-5yrs

School-Age Language Skills

Language MilestonesEnglishSpanish
tell and re-tell stories in a
logical order using
complete sentences
6-7yrs6-7yrs
uses more complex
sentence structures
7-8yrs7-8yrs
when not understood can
re-clarify and explain
their ideas
7-8yrs7-8yrs

What are SMART Goals for Speech Therapy?

If your goals meet the above criteria, you should be in great shape. There are professional worlds however where goal writing is not the norm (Gasp!).  Those professions, in my opinion, are continually working to move in our direction.  Most commonly they rely on the acronym S.M.A.R.T that comes out of a project management paper that was written in 1981.  Read more about it here.  It stands for:

  • Specific
  • Measurable
  • Attainable
  • Relevant
  • Timebound

It’s a catchy acronym and useful if it helps you include all the necessary components.  Again, if you cut and paste from above you should be in good shape. Smart goals examples for speech therapy would include the following:

how to write speech therapy goals

How Many Ideas Should a Specific Speech Goal Statement Contain?

The answer is 1.  Anything more might not be attainable in the time period and is difficult to update. If you say “Child will produce /s/ clusters and produce initial /s/” what do you focus on?  What do you do if they master half of the goal?

What is the solution? We either write a second goal or this is where goal objectives come in.  A sample speech goal with objectives would look like this:

Goal 1: Child will produce all age-appropriate sounds with 80% accuracy and minimal assistance.

Objective 1:1: Child will produce /s/ clusters with 80% accuracy and minimal assistance.

Objective 1:2: Child will produce initial /s/ with 80% accuracy and minimal assistance.

IEP Goal Writing for Speech Language Pathologists

Writing speech goals doesn’t have to be complex, and speech goals do not have to be long, but they do have to be accurate in four specific ways.

  1. Appropriate:  Speech therapy goals need to take into consideration the student’s age and any second language influence. 
  2. Measurable: They need to include a percent or a fraction that demonstrates when the goal is achieved. E.g., in 7/10 opportunities.
  3. Qualified: They need to state how much help is needed to achieve the goal, usually stated as: minimal, moderate, or maximal support. 
  4. Functional: In a school setting, function means that a goal supports a child academically. Writing speech goals is easy in the schools because communication development aids reading, writing, participation, and almost anything that goes on in the classroom. In a clinic setting, goals that don’t demonstrate functionality are often rejected by insurance companies. Goals need to be improved to show how they will promote things like well-being, or safety before being resubmitted.

Here’s a bit more on functionality:

Goal Writing for Speech Language Pathology Also Has to be Functional

Functional Goals

As an SLP, I know that it’s important to write good, measurable speech therapy goals.  I get this.  When I am working with my clients and students, I make sure everything is measurable.  Ruby will produce the pre-vocalic /r/ sound at the sentence level in 7/10 opportunities without prompting across 3 consecutive sessions.

Here’s the thing, though. 

Speech Therapy Goals Need to Be Functional

I needed to make my goals more functional.  What do I mean by this?  I needed to make sure my speech goals and objectives really impacted my client’s day-to-day life.  Case in point—I am currently working with a 24-year-old young man, Chris.  After a few speech therapy sessions and communication with the gentleman, I understand that he is most excited about meal time, creating art and watching his favorite television shows.  His goals are the following:

Examples of Long Term Goals for Speech Therapy

Goal 1:  Express wants and needs using a variety of 3-word combinations in 70% of opportunities, given no cues.

Goal 2: Describe (e.g., color, size) using a variety of 2-3word combinations in 50% of opportunities, given no cues.

Goal 3:  Request for a continuation of an activity or more of an item by using 2-3 word combinations in 50% of opportunities, given no cues.

The Impact of Good Speech Goals

So, during his twice-weekly speech therapy sessions, we use his communication device to make a choice for his desired meal items, describe the type of art he wants to create and ask for continuation of House of Payne, a television sitcom.  The speech therapy goals directly impact his daily living activities.  Watch this video of Chris as he uses his communication skills to participate in purchasing art supplies and going out to lunch:


Do Your Students Know what their Goals Are?

To conclude, we want to highlight possibly the most important thing to know about

Students need to know what speech therapy goals they are working on.

Think about it, how successful would you be if you didn’t have goals set for what you wanted to accomplish?  How in-shape would you be if you went to the gym twice a week but through you were there just to “play games.”  Sure, it might be fun but would you reach your goals?

I remember having a group of 4 students working on different speech therapy goals at different levels.  The 2nd graders definitely knew their goals. They also knew each other’s goals. So, one day, when Jose had a great day producing his initial /r/ sounds, James said, “Jose, you did awesome on your /r/ sound today!”  The comment was meaningful to Jose, and the students learned to support one another.  It made the    group more accountable and was also a great way to build rapport. 

You can even do this with younger students. I have had clients as young as two-years old who know they come to speech to work on their “buh” and “puh” sounds.  So, when they made the sound, they were SO proud of their efforts.

speech iep goals also need to be functional
More Speech Therapy Goal Writing Resources:

Using the Curriculum to Formulate IEP Goals

Writing Measurable Goals

Also! Read what we wrote on Sequencing Goals