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 goals are the target we work toward in Articulation therapy. They specify which phoneme(s) will be addressed in speech therapy. Any of these can be made into long term or short term articulation goals. We’ve included in our articulation goal bank the ones we find useful.
Articulation Goals – Sounds
Will use X sound in isolation
Producirá el sonido X en aislamiento
Will use X sound in X position(s) of the word at the word level
Producirá el sonido X en la posición X de la palabra al nivel de la palabra
Will use X sound in X position(s) of the word at the phrase level
Producirá el sonido X en la posición X de la palabra al nivel de la frase
Will use X sound in X position(s) of the word at the sentence level
Producirá el sonido X en la posición X de la palabra al nivel de la oración
Will use X sound in X position(s) of the word at the paragraph level
Producirá el sonido X en la posición X de la palabra al nivel del párrafo
Will use X sound in X position(s) of the word at the conversation level
Producirá el sonido X en la posición X de la palabra al nivel de la 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 al nivel X
Articulation Goals – Consonant clusters
Will use X blends at the word level
Producirá palabras con grupos consonánticos con el sonido X al nivel de palabra
Will use X blends at the phrase level
Producirá palabras con grupos consonánticos con el sonido X al nivel de la frase
Will use X blends at the sentence level
Producirá palabras con grupos consonánticos con el sonido X al nivel de la oración
Will use X blends at the paragraph level
Producirá palabras con grupos consonánticos con el sonido X al nivel del párrafo
Will use X blends at the conversation level
Producirá palabras con grupos consonánticos con el sonido X al nivel de la conversación
Phonology Goals
Phonology goals are goals that target phonological processes. Phonological processes are patterns that children use as they learn to produce adult speech, but when used beyond a certain age, they negatively impact intelligibility. Here are the goals we use most often.
Phonology Goals 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 la [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 todos los consonantes apropiados para su edad en la posición inicial de palabras al nivel de la [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 todos los consonantes apropiados para su edad en la posición medial de palabras al nivel de la [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 todos los consonantes apropiados para su edad en la posición final de palabras al nivel de la [palabra/frase/oración]
Phonology Goals 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 la [palabra/frase/oración]
Will reduce the process of backing by producing all age-appropriate bilabial and alveolar sounds (/p, b, m, t, d, n/) at the [word/phrase/sentence] level
Disminuirá el proceso de posteriorización al producir todos los sonidos bilabiales y alveolares (/p, b, m, t, d, n/) al nivel de la [palabra/frase/oración]
Will reduce the process of stopping by producing all age-appropriate fricatives and/or affricates (/f, v, θ, ð, s, z, ʃ, ʒ, tʃ, dʒ/) at the [word/phrase/sentence] level
Disminuirá el proceso de oclusivización al producir todos los sonidos fricativos y africados (/p, b, m, t, d, n/) al nivel de la [palabra/frase/oración]
Will reduce the process of assimilation by producing all age-appropriate phonemes in a) one-syllable b) two-syllable c) three-syllable words at the [word/phrase/sentence] level
Disminuirá el proceso de asimilación al producir palabras de 2-3 sílabas con sonidos apropiados para su edad al nivel de [palabra/frase/oración]
Phonology Goals for children ages 5+ – Syllabic
Will reduce the process of cluster reduction by producing X blends at the [word/phrase/sentence] level
Disminuirá el proceso de reducción de grupos consonánticos al producir grupos consonánticos con el sonido X al nivel de la [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 la [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 la [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 consonánticas al producir secuencias con /l/ (e.g., faLDa, aLTo) en palabras al nivel de la [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 la [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 consonánticas al producir secuencias con /r/ (e.g., caRTa, baRCo, áRBol) en palabras al nivel de la [palabra/frase/oración]
Phonology Goals for children ages 5+ – Substitution
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 la [palabra/frase/oración]
Will reduce the process of vocalization by producing vocalic /r/ and/or /l/ at the [word/phrase/sentence] level
Disminuirá el proceso de vocalización al producir la /r/ vocálica y/o la /l/ al nivel de la [palabra/frase/oración]
Will reduce the process of flap/trill deviation by producing the flap and/or trilled /r/ at the [word/phrase/sentence] level
Disminuirá el proceso de la desviación de la ere y la erre al producir la ere y/o erre al nivel de la [palabra/frase/oración]
Will reduce the process of final consonant devoicing by producing all age-appropriate voiced phonemes in the final position of words at the [word/phrase/sentence] level
Disminuirá el proceso de la desvocalización de los consonantes finales al producir todos los fonemas vocalizados en la posición final de palabras al nivel de la [palabra/frase/oración]
Receptive Language Goals
Receptive language goals target what a child understands. Vocabulary, following directions, and answering questions are among the areas targeted when we work on Receptive language. These receptive language goals are appropriate for preschool through adulthood. Here are some of our favorites.
Receptive Language Goals – Vocabulary
Will increase understanding of age-appropriate receptive vocabulary by identifying [#] unique nouns by pointing to pictures
Aumentará conocimiento de vocabulario receptivo apropiado para su edad al identificar [#] sustantivos, señalando a fotos
Will increase understanding of age-appropriate receptive vocabulary by identifying [#] unique action verbs by pointing to pictures
Aumentará conocimiento de vocabulario receptivo apropiado para su edad al identificar [#] verbos, señalando a fotos
Will increase understanding of age-appropriate receptive vocabulary by identifying [#] unique adjectives by pointing to pictures (size/shape/color/texture, etc.)
Aumentará conocimiento de vocabulario receptivo apropiado para su edad al identificar [#] adjetivos, señalando a fotos (tamaño/forma/color/textura, etc.)
Will identify word-relationships by identifying parts of a whole by pointing to pictures/objects
Identificará las relaciones entre palabras al identificar partes de un entero, señalando a fotos/objetos
Will identify word-relationships by identifying category members by grouping items/pointing to pictures
Identificará las relaciones entre palabras al identificar miembros de una categoría, juntando objetos/señalando a fotos
Will identify word-relationships by completing analogies by pointing to a picture
Identificará las relaciones entre palabras al completar analogías semánticas, señalando a fotos
Will identify age-appropriate concepts by pointing to parts of the body on self or a doll
Identificará conceptos apropiados para su edad al apuntar a partes del cuerpo, en si mismo/a on en una muñeca
Will identify age-appropriate concepts by pointing to pictures/objects of color concepts
Identificará conceptos apropiados para su edad al apuntar a conceptos de color, señalando a fotos/objetos
Will identify age-appropriate concepts by pointing to pictures/objects of size concepts
Identificará conceptos apropiados para su edad al apuntar a conceptos de tamaño, señalando a fotos/objetos
Will identify age-appropriate concepts by pointing to pictures/objects of shape concepts
Identificará conceptos apropiados para su edad al apuntar a conceptos de formas geométricas, señalando a fotos/objetos
Receptive Language Goals – Following Directions
Will follow #-step directions
Seguirá instrucciones de #-paso
Will follow #-step directions with age-appropriate spatial concepts (in front, behind, on top, under, etc.)
Seguirá instrucciones de # pasos que incluyen conceptos de ubicación apropiados para su edad (en frente, atrás, arriba, abajo etc.)
Will follow #-step directions with age-appropriate quantity concepts (all, none, some, etc.)
Seguirá instrucciones de # pasos que incluyen conceptos de cantidad apropiados para su edad (todos, ninguna, algunos etc.)
Will follow #-step directions with age-appropriate quality concepts (color, size, shape)
Seguirá instrucciones de # pasos que incluyen conceptos de calidad apropiados para su edad (color, tamaño, forma geométrica)
Will follow #-step directions with age-appropriate pronouns
Seguirá instrucciones de # pasos que incluyen pronombres apropiados para su edad
Will follow #-step directions with age-appropriate temporal concepts
Seguirá instrucciones de # pasos que incluyen conceptos temporales apropiados para su edad
Receptive Language Goals – Answering Questions
Will answer age-appropriate ‘yes/no’ questions related to personal experiences/classroom discussions/stories
Contestará preguntas de ‘si/no’ apropiados para su edad en relación a experiencias personales/discusiones en el salón/cuentos
Will answer age-appropriate wh- questions related to a story
Contestará preguntas apropiadas para su edad acerca de un cuento
Will answer age-appropriate wh- questions related to an activity
Contestará preguntas apropiadas para su edad acerca de una actividad
Will answer age-appropriate wh- questions related to discussions
Contestará preguntas apropiadas para su edad acerca de discusiones
Will answer a variety of age-appropriate wh- question types
Contestará una variedad de preguntas apropiadas para su edad (quién, qué, cuándo, dónde, por qué y/o cómo)
Will answer ‘who,’ ‘what,’ and ‘where’ questions
Contestará preguntas de“quién,” “qué,” y “dónde”
Will answer ‘when,’ ‘why,’ and ‘how’ questions
Contestará preguntas de “cuándo,” “por qué” y “cómo”
Will answer ‘who’ questions
Contestará preguntas de “quién”
Will answer ‘what’ questions
Contestará preguntas de “qué”
Will answer ‘when’ questions
Contestará preguntas de “cuándo”
Will answer ‘where’ questions
Contestará preguntas de “dónde”
Will answer ‘why’ questions
Contestará preguntas de “por qué”
Will answer ‘how’ questions
Contestará preguntas de “cómo”
Receptive Language Goals – Other
Will sequence a)3 b)4 c)5 images to show the correct order of events after hearing a story
Secuenciará a)3 b)4 c)5 imágenes para enseñar el order correcto de eventos después de oír un cuento
Will sequence a)3 b)4 c)5 images to show the correct order of events after an activity
Secuenciará a)3 b)4 c)5 imágenes para enseñar el order correcto de eventos después de una actividad
Will sort images/objects into categories
Clasificará imagenes/objetos en categorías
Will select the image/object that does not fit into a given category
Escogerá el imagen/objeto que no pretenece a una categoría dada.
Expressive Language Goals
Expressive language goals target a child’s ability to express him/herself effectively. Skills as basic as making gestures or as complex as retelling a narrative can be addressed in speech therapy. We’ve included a broad range of expressive language topics and goals here.
Expressive Language Goals – Gestures/signs
Will pair vocalizations with gestures when indicating want or requesting objects
Combinará vocalizaciones con gestos cuando indica en deseo o cuando pide algo
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
Expressive Language Goals – Early Language
Will imitate vocalizations when requesting objects
Imitará vocalizaciones cuando pide objetos
Will vocalize and gesture to communicate “want.”
Vocalizará y hará un gesto para comuicar “quiero”
Will imitate duplicated syllables
Imitará sílabas duplicadas
Will imitate/produce four different syllable types
Imitará/producirá cuatro tipos de sílabas distintas
Will imitate non-speech sounds, such as animal sounds or environmental noises
Imitará sonidos que no son del habla, como los sonidos de animales o ruidos ambientales
Will imitate/produce 5 vowel sounds
Imitará/producirá 5 sonidos vocales
Will respond to a question with “yes” or “no”
Responderá a una pregunta con “sí” o “no”
Will use a word or phrase to request an object/activity
Usará una palabra o frase para pedir un objeto/una actividad
Expressive Language Goals – Vocabulary Development
Will imitate names of 5-7 objects
Imitará los nombres de 5 a 7 objetos
Will describe objects/pictures by identifying 2-3 critical features
Describirá objetos/dibujos al identificar 2 a 3 características 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 label [common objects/nouns/actions] in [a phrase/sentence/conversation]
Nombrará [objetos comunes/sustantivos/acciones] en [una frase/oración/conversación]
Will use vocabulary to clearly describe ideas, feelings, and experiences
Usará vocabulario para describir ideas, sentimientos y experiencias
Will name [#] items in a category: school items, home items, clothing, animals, colors, toys, etc.
Nombrará [#] objetos en una categoría: objetos de la escuela, objetos de la casa, ropa, animales, colores, juguetes, etc.
Will name category of objects given [#] members of the target category
Nombrarála la categoría dado [#] miembros de la categoría en cuestión
Will include an attribute (red/big/two) when describing objects
Incluirá un atributo (rojo/grande/dos) cuando describa objetos
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 the opposite of a target word
Dirá el opuesto de una palabra en cuestión
Will state a synonym for a target word
Dirá un sinónimo de una palabra en cuestión
Will state meanings of multiple-meaning words
Dirá los significados de palabras con significados múltiplos
Will produce figurative language (similes, metaphors, hyperboles, personifications, etc.) during structured language activities
Producirá lenguaje figurativo (símiles, metáforas, hipérboles, personificaciónes, etc.) durante actividades de lenguaje estructuradas
Expressive Language Goals – Utterance Expansion
Will increase utterance length to two words
Aumentará sus frases para incluir dos palabras
Will Use 2-3 word utterances to describe [in a structured activity/in conversation]
Usará 2-3 palabras en una frase para describir [durante una actividad estructurada/en una conversación]
Will use 4-5 word utterances to ask questions/comment/describe [in a structured activity/in conversation]
Usará 4-5 palabras en una frase u oración corta para hacer preguntas/comentar/describir [durante una actividad estructurada/en una conversación]
Will name missing words (articles, prepositions, etc.) in orally presented sentences
Identificará las palabras que faltan (artículos, preposiciones) en oraciones presentadas oralmente
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 (i.e. “It’s your turn.”)
Responderá durante una actividad con frases familiares (i.e. “A ti te toca.”)
Will use descriptive words in utterances [to describe pictures/in a structured activity/in conversation]
Usará palabras descriptivas en frases [para describir dibujos/durante una actividad estructurada/en conversación]
Will use complete, grammatical sentences to express his/her wants and needs and share information
Usará oraciones completas y gramaticales para expresar sus deseos y necesidades y para compartir información
Will use simple grammatical sentences to relate past events
Usará oraciones sencillas y gramaticales para contar de eventos del 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/her 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 Goals – Morphology
Will use article/noun gender agreement [in a structured activity/in conversation]
Usará los artículos con el género apropiado [durante una actividad estructurada/en conversación]
Will use article/noun number agreement [in a structured activity/in conversation]
Usará los artículos con el número apropiado [durante 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 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 Goals – Syntax
Will form simple sentences containing a noun+verb during structured/unstructured therapy activities
Formará oraciones simples que contienen un nombre+verbo durante actividades estructuradas/no estructuradas
Will form grammatically correct, simple sentences during structured activities
Formará oraciones sencillas y gramaticales durante actividades estructuradas
Will use correct word order to describe or respond to questions regarding an activity, picture, or story
Usará el orden correcto de las palabras para describir o responder a preguntas acerca de una actividad, un imagen, o un cuento
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 imagen, 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, un imagen, o un cuento
Will include all necessary prepositions in sentences to describe or respond to questions regarding an activity, picture, or story
Incluirá todas las preposiciones necesarias en oraciones para describir o responder a preguntas acerca de una actividad, un imagen, 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 Goals – Narrative Development
Will sequence a story or activity that includes [#] parts
Pondrá [#] partes de un cuento o actividad en orden
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
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
Will use sequence words to verbally order an event (e.g. first, next, then, after that, last)
Usará palabras temporales para poner en orden un evento (primero, segundo, después, al final)
Will use appropriate descriptive words to report an event/story
Usará palabras descriptivas para reportar los eventos de un evento/cuento
Will state the sequence of an event/procedure
Expresará la secuencia de un evento/procedimiento
Expressive Language Goals – Narrative Development for Older Students
Will answer “wh” questions after listening to a short story
Contestará preguntas (qué, quién, dónde, cuándo, por qué, cómo) después de escuchar un cuento corto
Will name critical features of a story (who, what, when, where, outcome, main idea)
Nombrará elementos esenciales de un cuento (quien, que, cuando, donde, consecuencias, e idea principal)
Will name critical features of a problem (who’s involved, how it’s solved, dangerous or not)
Nombrará elementos esenciales de un problema (quien estaba involucrado, como se solucionó, era peligroso o no)
Will name critical features of an interaction (who, relationship, positive or negative)
Nombrará 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
Will include all story elements (characters, setting, problem, solution) when retelling a story
Incluirá todos los elementos de un cuento (personajes, ambiente, problema, solución) cuando recuenta un cuento
Will retell a story or event including sufficient detail in the correct order
Recontará un cuento o evento incluyendo detalles suficientes en el orden correcto
Will produce a verbal narrative including all story elements
Producirá una narrativa verbal incluyendo todos los elementos de un cuento
Pragmatic Language Goals
Pragmatic language goals are goals that target a child’s ability to maneuver the social world. From eye gaze and body positioning to complex conversations and inferencing, we’re here with pragmatic language goals to support your child’s learning.
Pragmatic Language Goals – General Communication
Will relay a single-phrase/sentence message to a familiar/unfamiliar communication partner
Transmitirá un mensaje de una sola frase / oración a un compañero de comunicación familiar / no familiar
Will make a request for [#] preferred items/activities during structured activities
Hará una solicitud para [#] objetos preferidos/actividades durante actividades estructuradas
Will initiate a request with sign or gesture (raising hand, eye contact)
Iniciará una solicitud con una señal o un gesto (levantar la mano, contacto visual)
Will spontaneously communicate wants needs and desires with rote phrase (I need…, Help me…) in 7/10 opportunities with model
Comunicará de forma espontánea las necesidades y los deseos con una frase de memoria (necesito…, ayúdame con…)
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
Pragmatic Language Goals – 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
Demostrará el juego simbólico
Will demonstrate pretend play
Demostrará el juego 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
Will demonstrate expected behaviors while waiting his/her turn
Demostrará comportamientos esperados mientras espera su turno
Will share object/toy with a peer or adult when asked
Compartirá un objeto/juguete con un/una compañero/a o adulto cuando se le pide
Pragmatic Language Goals – Joint Attention
Will demonstrate joint attention for [#] minutes
Demostrará atención conjunta por [#] minutos
Will initiate pointing to gain the communication partner’s attention
Apuntará para llamar el atención de una pareja de comunicación
Will follow eye gaze from the communication partner to an object [#] feet away
Seguirá la mirada del pareja de comunicación a un objeto a [#] pies de distancia
Will use eye gaze to direct communication partner’s attention
Usará la mirada de los ojos para dirigir el 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)
Pragmatic Language Goals – Behavior/Expectations
Will identify expected/unexpected behaviors in themselves and others
Identificará comportamientos esperados/inesperados en si mismo/a y otras personas
Will demonstrate expected/unexpected behaviors in themselves
Demostrará comportamientos esperados/inesperados en si mismo/a
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 su propio comportamiento afecta los pensamientos y sentimientos de los demás
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
Will use emotional regulation strategies when faced with a difficult task
Utilizará estrategias de regulación emocional cuando se enfrente a una tarea difícil
Will maintain appropriate personal space
Mantendrá el espacio personal apropiado
Will use appropriate volume for the setting
Utilizará el volumen correcto para el entorno
Will adjust vocal volume when asked
Ajustará el volumen vocal cuando se le solicite
Pragmatic Language Goals – Conversation
Will use a novel greeting when initiating conversation with a peer
Utilizará un saludo novedoso al iniciar una conversación con un/a compañero/a
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/a; su madre/padre
Will maintain the topic of conversation for [#] conversational turns
Mantedrá el tema de conversación durante [#] turnos de conversación
Will turn his/her body and face toward the conversational partner
Volterará su cuerpo y su rostro hacia el interlocutor
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
Describirá 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
Pragmatic Language Goals – 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 goals are intended to support children who stutter by desensitizing them to the stutters and providing them with tools to modify and shape their stutters to give them more control over their speech. In this goal bank you’ll find the fluency goals we use most often.
Fluency Goals – 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 (por ejemplo miedo, ira, vergüenza, orgullo) 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/despacio)
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
Will identify instances of stuttering when listening to a recording of him/herself
Identificará casos de tartamudeo al escuchar una grabación de si mismo/a
Will decrease avoidance behaviors by entering 3 specific situations that were previously avoided
Disminuirá los comportamientos de evitación al ingresar a 3 situaciones específicas que se evitaron previamente
Will demonstrate desensitization by pseudo-stuttering in the therapy setting/in the classroom
Demostrará desensibilización al pseudo-tartamudear en el entorno de la terapia/en el aula
Fluency Goals – Stuttering Modification Techniques
Will name and describe stuttering modification techniques (cancellation, pull-out, preparatory set, relaxed stuttering, voluntary stuttering)
Nombrará y describirá las estrategias de modificar la tartamudez (cancelación, salir suavemente de un momento de desfluidez, conjunto preparatorio, tartamudeo relajado, tartamudeo voluntario)
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 during structured therapy activities/in an assigned situation outside of therapy/during daily activities
Mantendrá el contacto visual durante el tartamudeo durante actividades estructuradas de terapia/ en situaciones fuera del salón de terapia/ durante actividades cotidianas
Will name and describe the technique of voluntary stuttering
Nombrará y describirá la estrategia del tartamudeo voluntario
Will use voluntary stuttering during structured therapy activities/in an assigned situation outside of therapy/during daily activities
Tartamudeará voluntariamente durante actividades estructuradas de terapia/ en situaciones fuera del salón de terapia/ durante actividades cotidianas
Will name and describe cancellation
Nombrará y describirá la estrategia de la cancelación
Will use cancellation to name and describe/in structured activities/in narration or conversation/outside of therapy
Usará cancelacion para nombrar y describir/durante actividades estructuradas de terapia/durante la narración o conversación/fuera del salón de terapia
Will name and describe the strategy of pull-out
Nombrará y describirá la estrategia de salir suavemente de un momento de desfluidez
Will use the strategy of pull-out to name and describe/in structured activities/in narration or conversation/outside of therapy
Usará la estrategia de salir suavamente de un momento de desfluidez para nombrar y describir/durante actividades estructuradas de terapia/durante la narración o conversación/fuera del salón de terapia
Will name and describe preparatory set
Nombrará y describirá la estrategia de ‘prepatory set’(conjunto preparatorio)
Will use preparatory set to name and describe/in structured activities/in narration or conversation/outside of therapy
Usará la estrategia de ‘prepatory set’(conjunto preparatorio) para nombrar y describir/durante actividades estructuradas de terapia/durante la narración o conversación/fuera del salón de terapia
Will name and describe relaxed stuttering
Nombrará y describirá la estrategia del tartamudeo relajado
Will use relaxed stuttering to name and describe/in structured activities/in narration or conversation/outside of therapy
Usará la estrategia del tartamudeo relajado para nombrar y describir/durante actividades estructuradas de terapia/durante la narración o conversación/fuera del salón de terapia
Fluency Goals – Fluency Shaping Techniques
Will name and describe fluency facilitating techniques (i.e. easy onset, relaxed breathing, slowed speech, light contact, continuous phonation)
Nombrará y describirá las estrategias que facilitan la fluidez(empezar suave, respiración relajada, habla lenta, contacto ligero, fonación continua)
Will use slow rate when telling a story or during other structured therapy activity
Utilizará un ritmo lento al contar un cuento o durante otra actividad de terapia estructurada
Will name and describe the technique of easy onset
Nombrará y describirá la estrategia de empezar suave
Will use easy onset at the word level/ at the phrase level/ when telling a story or during other structured therapy activity
Utilizará la estrategia de empezar suave en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada
Will use easy onset during a 5-minute conversational task in the therapy setting
Utilizará la estrategia de empezar suave durante una conversación de 5 minutos en el entorno de la terapia
Will name and describe the technique of relaxed breathing
Nombrará y describirá la estrategia de la respiración relajada
Will use relaxed breathing at the word level/ at the phrase level/ when telling a story or during other structured therapy activity
Utilizará la estrategia de la respiración relajada en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada
Will use relaxed breathing during a 5-minute conversational task in the therapy setting
Utilizará la estrategia de la respiración relajada durante una conversación de 5 minutos en el entorno de la terapia
Will name and describe the technique of slowed speech
Nombrará y describirá la estrategia del habla lenta
Will use slowed speech at the word level/ at the phrase level/ when telling a story or during other structured therapy activity
Utilizará la estrategia del habla lenta en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada
Will use slowed speech during a 5-minute conversational task in the therapy setting
Utilizará la estrategia del hable lenta durante una conversación de 5 minutos en el entorno de la terapia
Will name and describe the technique of light contact
Nombrará y describirá la estrategia del contacto ligero
Will use light contact at the word level/ at the phrase level/ when telling a story or during other structured therapy activity
Utilizará la estrategia del contacto ligero en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada
Will use light contact during a 5-minute conversational task in the therapy setting
Utilizará la estrategia del contacto ligero durante una conversación de 5 minutos en el entorno de la terapia
Will name and describe the technique of continuous phonation
Nombrará y describirá la estrategia de la fonación continua
Will use continuous phonation at the word level/ at the phrase level/ when telling a story or during other structured therapy activity
Utilizará la estrategia de la fonación continua en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada
Will use continuous phonation during a 5-minute conversational task in the therapy setting
Utilizará la estrategia de la fonación continua durante una conversación de 5 minutos en el entorno de la terapia
Will use 2 fluency shaping techniques (i.e. easy onset, relaxed breathing, slowed speech, light contact, continuous phonation) during a 5-minute conversation in the therapy setting
Utilizará 2 estrategias que facilitan la fluidez (empezar suave, respiración relajada, habla lenta, contacto ligero, fonación continua) durante una conversación de 5 minutos en el entorno de la terapia
Will use fluency shaping techniques (i.e. easy onset, relaxed breathing, slowed speech, light contact, continuous phonation) when telling a story or during other structured therapy activities
Utilizará estrategias que facilitan la fluidez (empezar suave, respiración relajada, habla lenta, contacto ligero, fonación continua) al contar un cuento o durante otras actividades de terapia estructuradas
Fluency Goals – Secondary Behaviors
Will identify and reduce secondary behaviors in structured activities during therapy/ in narration or conversation during therapy/ outside of therapy in school or social settings
Identificará y reducirá los comportamientos secundarios durante actividades estructuradas en la terapia/en narrativos o conversación durante la terapia/afuera de la terapia en la escuela o entornos sociales
Voice Goals
Voice goals target volume, resonance, pitch, breath support, and vocal hygiene to support those whose voices interfere with their ability to communicate effectively. Some of our favorites are included below.
Voice Goals – Volume
Will approximate target volume level in words
Aproximará un nivel de volumen apropiado en palabras
Will approximate target volume level in sentences
Aproximará un nivel de volumen apropiado en oraciones
Will approximate target volume level in connected speech
Aproximará un nivel de volumen apropiado en habla continua
Will approximate target volume level in non-therapy situations
Aproximará un nivel de volumen apropiado en situaciones no-terapeuticas
Will approximate target volume level for optimal participation
Aproximará un nivel de volumen apropiado para participación óptima
Will approximate target volume level in classroom activities
Aproximará un nivel de volumen apropiado en actividades en el aula
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 Goals – 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/a 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/ phrases/ sentences/ paragraphs/ conversational speech
sará 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 Goals – 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 al nivel deseado [palabras, frases, oraciones, conversaciones]
Will use appropriate stress patterns in single words progressing to conversational speech
Usará patrones de estrés apropiados al nivel deseado [palabras, frases, oraciones, conversaciones]
Voice Goals – Breath Support
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 his/her 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
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 – Self-Awareness and Vocal Hygiene
Will identify basic anatomical features (larynx [voice box], throat, tongue. etc.) given a diagram
Identificará las características anatómicas básicas (laringe, garganta, lengua, etc) dado un diagrama
Will describe how voice is produced to include phonation, resonance, and respiration
Describirá cómo se produce la voz para incluir fonación, resonancia, y respiración
Will describe basic features of voice (quality, volume, pitch, nasality)
Describirá las características básicas de la voz (calidad, volumen, tono, nasalidad)
Will describe and imitate optimal breathing while speaking
Describirá e imitará la respiración óptima mientras habla
Will name [#] healthy vocal hygiene practices
Nombrará [#] prácticas saludables de hygiene vocal
Will implement hydration regimen over [#] weeks/sessions
Implementará un régimen de hidratación durante [#] semanas/sesiones
Will eliminate vocal overuse to improve health of vocal folds
Eliminará el use excesivo de la voz para mejorar la salud de la cuerdas vocales
Will reduce vocal effort and fatigue by decreasing upper body tension
Reducirá el esfuerzo vocal y la fatiga al disminuir la tension en la parte superior del cuerpo
AAC Goals
AAC (or alternative and augmented communication) goals support people who communicate using methods other than using their speaking mechanism to communicate. They may use gestures, signs, words, or symbols on a core board or device to communicate their wants and needs.
ACC Goals
Will use a carrier phrase (i.e. “I want” or “Can I have”) when making requests for preferred items/activities
Utilizará una frase de soporte (es decir, “quiero” o “puedo tener”) al realizar solicitudes de artículos/actividades preferidos
Will protest by pointing to the “I don’t want” symbol on the communication board
Protestará sealando el símbolo “no quiero” en el tablero de comunicación
Will link subject, verb, and noun to create a simple sentence during structured activities
Juntará sujeto, verbo, y sustantivo para crear una oración sencilla durante actividades estructuradas
Will use directives to generate a multi-word utterance (i.e. “go+[subject]”) during a structured game/activity
Utilizará directivas para generar un enunciado de varias palabras (es decir, “va+[sujeto]”) durante un juego/actividad estructurado
Will initiate a greeting to familiar communication partners
Iniciará un saludo a compañeros de comunicación familiares
Will respond to yes/no questions using gestures, signs, words, or symbols
Responderá a preguntas sí/no usando gestos, señas, palabras, o símbolos
Will use the phrase “I need help” to request assistance during structured/unstructured tasks
Utilizará la frase “necesito ayuda” para pedir ayuda durante actividades estructuradas/no estructuradas
Will select the appropriate symbol to communicate “more” or “all done” following engagement with an activity/object
Selecionará el símbolo apropiado para comunicar “más” o “se acabó” despues de participar en una actividad/con un objeto
Will navigate to the appropriate category within the AAC system when participating in a categorization activity
Navegará a la categoría apropiada dentro del Sistema CAA cuando participle en una actividad de categorización
Header text
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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 Milestones | English | Spanish |
| using gestures | 9-12mo | 9-12mo |
| following simple commands | 12-15mo | 12-15mo |
| symbolic play | 18mo | 18mo |
| episodic play | 36mo | 36mo |
| recognizes familiar objects when named | 7-12mo | 7-12mo |
Toddler Language Skills
| Language Milestones | English | Spanish |
| combine 2 words | 1-2yrs | 1-2yrs |
| point to named items in book/picture | 1-2yrs | 1-2yrs |
| combine 2-3 words | 2-3yrs | 2-3yrs |
| follow 2-step directive | 2-3yrs | 2-3yrs |
| present progressive verb form | 2-3yrs | 2-3yrs |
| plural use | 2-3yrs | 2-3yrs |
Preschool Language Skills
| Language Milestones | English | Spanish |
| possessives | 3-4yrs | 3-4yrs |
| negatives | 3-4yrs | 3-4yrs |
| answer simple WH?s | 3-4yrs | 3-4yrs |
| combine 4+ words | 3-4yrs | 3-4yrs |
| tells story related to topic | 4-5yrs | 4-5yrs |
| use of adjective and descriptors in sentences | 4-5yrs | 4-5yrs |
School-Age Language Skills
| Language Milestones | English | Spanish |
| tell and re-tell stories in a logical order using complete sentences | 6-7yrs | 6-7yrs |
| uses more complex sentence structures | 7-8yrs | 7-8yrs |
| when not understood can re-clarify and explain their ideas | 7-8yrs | 7-8yrs |
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 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.
- Appropriate: Speech therapy goals need to take into consideration the student’s age and any second language influence.
- Measurable: They need to include a percent or a fraction that demonstrates when the goal is achieved. E.g., in 7/10 opportunities.
- Qualified: They need to state how much help is needed to achieve the goal, usually stated as: minimal, moderate, or maximal support.
- 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
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.
More Speech Therapy Goal Writing Resources:
Using the Curriculum to Formulate IEP Goals
Also! Read what we wrote on Sequencing Goals
