[PDF] [PDF] Goals Bank - The Speech Stop

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27 nov 2006 · The group of speech-language pathologists who created these goals and objectives hope they will be of Kindergarten through Fifth Grade ARTICULATION 1 2 2 retell stories using basic story grammar, sequencing story 

[PDF] Goals Bank - The Speech Stop

The client will improve receptive language skills in order to functionally Client will use age-appropriate grammar/syntax to form meaningful sentences

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1 Speech and Language Common Core IEP Goals Kindergarten ideas clearly by using learned fluency strategies within the therapy setting (K SL 6) Syntax

[PDF] Goals and Objectives Bank - USD320

Goals and Objectives Bank Basic Reading Reading Speech/Language understanding of syntax and vocabulary with 80 accuracy 3 of 4 trials nursery rhymes, nonsense rhymes, finger plays, and poetry when paired with picture

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Goal Speech/Language Smart Goal Intervention Ideas 1 K *Story retell using prompts or pictures in sequential order *Tell me checklists In one year, student will name story grammar elements (i e stetting, Kindergarten level content

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accuracy in 2/3 stories as measured by the speech and language provider Language/Phonology In one year, student will name story grammar elements ( i e stetting, character) after listening to an Kindergarten level content Semantic

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Kindergarten 29 1st Grade 34 As speech-language pathologists (SLPs), we have a responsibility to support the state stan- dards In order for lary, Questions, Summarize, Main idea and Details, Critical Thinking, Pragmatics, Syntax and

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Correct grammar errors in context of writing, using a variety of sources (e g , peers, adults, other written material, Use age appropriate speech and language

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speech and language goals for these children link to functional Preschool Language Scales -5 Receptive Expressive Syntactic Pragmatic Articulation Aural

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to track welcome to the final installment of the syntax goals for speech therapy, preschool fluency shaping working up to conversational level o given direct 

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GOALS BANK By Ana Paula G. Mumy and Holly Estabrook NOTE: All Objectives With (significant, moderate, minimal, no) cuing in (structured, unstructured) activities with 80% accuracy or in 8 of 10 trials. Receptive Language The client will improve receptive language skills in order to functionally communicate with adults and peers. • Client will understand subjective, objective, and possessive pronouns. • Client will identify common objects when named. • Client will identify common objects based on function. • Client will identify common objects based on feature. • Client will identify common objects based on class. • Client will sort common objects based on class. • Client will follow one step directions. • Client will follow two+ step directions. • Client will demonstrate knowledge of quantitative concepts. • Client will demonstrate knowledge of qualitative concepts. • Client will demonstrate knowledge of time/sequence concepts. • Client will demonstrate knowledge of spatial concepts. • Client will identify primary and secondary body parts. • Client will understand negation. • Client will be able to answer wh- questions appropriately. Expressive Language The client will improve expressive language skills in order to functionally communicate with adults and peers. • Client will increase vocalizations and word approximations. • Client will use words to express wants and needs. • Client will name common objects. • Client will name target vocabulary given a verbal description. • Client will increase mean length of utterance. • Client will use single words to request, comment, protest, and question. • Client will use 2+ word combinations to request, comment, protest, and question. • Client will decrease use of echolalia. • Client will use age-appropriate grammar/syntax to form meaningful sentences. • Client will combine at least 3 words appropriately (subject-verb-object) to form sentences.

• Client will use appropriate subjective, objective, and possessive pronouns to form sentences. • Client will use appropriate verbs (present, progressive, past, future) to form sentences. • Client will use quantitative concepts. • Client will use qualitative concepts. • Client will use time/sequence concepts. • Client will use spatial concepts. • Client will name items belonging to a given category. • Client will define age-appropriate vocabulary words. • Client will describe age-appropriate objects, pictures, and events. • Client will be able to formulate wh- questions. • Client will increase speech intelligibility in words. • Client will increase speech intelligibility in sentences. • Client will increase speech intelligibility in conversation. • Client will complete oral-motor exercises to increase labial function. • Client will complete oral-motor exercises to increase velar function. • Client will complete oral-motor exercises to increase lingual function. • Client will learn oral postures or points and manner of articulation for individual target sounds. • Client will sequence articulatory movements to form words. • Client will contrast target words with minimal pairs. Pragmatics The client will improve pragmatic language skills in order to functionally communicate with adults and peers. • Client will maintain appropriate eye contact during communicative interactions. • Client will attend to a play-based activity for at least 3-5 minutes. • Client will engage in functional/pretend play activities. • Client will take at least 3-5 turns during a structured activity. • Client will initiate a conversation. • Client will maintain a conversation for at least 2 minutes. • Client will increase joint attention in obligatory contexts. • Client will engage in joint action routines. • Client will define and use developmentally appropriate abstract language. • Client will verbalize an accurate interpretation of others' emotions, feelings, and points of view. • Client will gain another person's attention appropriately. • Client will replace challenging behaviors with meaningful communication. Hearing The client will improve auditory listening skills in order to functionally communicate with adults and peers.

• Client will detect sounds. • Client will discriminate sounds. • Client will identify sounds. • Client will comprehend sounds. • Client will discriminate vowels. • Client will identify vowels. • Client will comprehend vowels. • Client will discriminate consonants. • Client will identify consonants. • Client will comprehend consonants. • Client will discriminate words. • Client will identify words. • Client will comprehend words. • Client will discriminate sentences. • Client will identify sentences. • Client will comprehend sentences. • Client will comprehend conversations. • Client will identify changes in duration of presented sounds. • Client will identify loudness levels. • Client will identify varying pitches. • Client will identify varying rhythm, stress and intonation patterns. AAC The client will use augmentative alternative communication to functionally communicate with adults and peers. • Client will recall icon sequence to access desired vocabulary. • Client will link icons and/or pictures to request, comment, protest, and question. • Client will link icons and/or pictures to generate simple noun-verb phrases. • Client will use pronoun phrases during structured conversations. • Client will indicate an accurate yes/no response. Fluency The client will improve fluency skills in order to functionally communicate with adults and peers. • Client will demonstrate increased awareness and control of rate of speech. • Client will understand and use different rates of speech with correct breathing. • Client will be monitor even speech rate. • Client will increase awareness of own speech production by identifying characteristics of fluent and disfluent speech. • Client will stutter/stop/repeat/analyze stuttering moments. • Client will understand and use easy onsets to decrease tension in the articulators during a stuttering moment.

4• Client will understand and use light contacts to decrease tension in the articulators during a stuttering moment. • Client will understand and use sliding as a voluntary technique to reduce stuttering. • Client will understand and use bouncing as a voluntary technique to reduce stuttering. • Client will understand and use cancellations or pull-outs as a technique to decrease suttering. • Client will increase intelligibility, speaking slowly, and adding emphasis to unstressed syllables. • Client will maintain fluency in a variety of speaking situations in everyday settings. Voice The client will improve voice quality in order to functionally communicate with adults and peers. • Client will engage in speech at the conversational level using functional phonation. • Client will engage in speech at the conversational level using acceptable habitual pitch. • Client will engage in speech at the conversational level using balanced resonance. • Client will engage in speech at the conversational level using appropriate prosody. Cognitive • Client will consistently use compensatory strategies to aid memory. • Client will provide accurate information on time, date, and simple schedule of activities. • Client will carry out directives of increasing complexity in everyday activities. • Client will sequence events of daily living in correct chronological order. • Client will demonstrate improved word-finding skills. • Client will demonstrate improved verbal categorization skills. • Client will provide reasonable solutions to problems of everyday living. • Client will recount recent events, accurately nothing salient information. Swallowing • Client will increase the strength of the lips and cheeks for adequate retention and manipulation of food in the oral cavity. • Client will hold food and liquid in the mouth without spillage from the lips. • Client will chew food sufficiently within 10 seconds per mouthful. • Client will use coordinated tongue movements to manipulate food into a cohesive bolus. • Client will propel the bolus, using coordinated tongue movements, to the rear of the oral cavity. • Client will initiate the swallow reflex within one to two seconds. • Client will increase the variety and texture of foods eaten. • Client will demonstrate adequate oral intake on the least restrictive diet using appropriate eating utensils.

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