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

[PDF] Examples of Functional Articulation IEP Goals - ECTA Center

use clear speech to effectively socialize (Outcome 1: Positive Social Relationships), • participate in learning activities, (Outcome 2: Acquire and Use Knowledge and Skills) and; communicate their needs and wishes (Outcome 3: Using Appropriate Behavior to Meet Needs)

[PDF] Goals Bank - The Speech Stop

The client will improve receptive language skills in order to functionally communicate with adults and peers • Client will understand subjective, objective, and 

[PDF] Speech goal samples 6-12pdf - Chester Upland School District

Goals • Levels 6-12 • A rranged by standard • Lists exam ples of IEP goals with Common Core Standards for Speech and Language 6-12 function in a

[PDF] IEP Goals and Objectives Bank - Oak Wealth Advisors

Write formally (a speech) and informally (a letter) to create projects, presentations , Annual Goal #21 ______ will use writing in a functional context with/without 

Consensus Points on Language Goals - ASHA

ƒ Target language behaviors should not simply “appear” in IEP goals or objectives not a language goal – it's a functional outcome measure for articulation

Person-Centered Focus on Function: Speech Sound Disorder - ASHA

Why target person-centered functional goals? • To maximize outcomes that lead to functional improvements that are important to the child and/or family

[PDF] Writing Measurable Short and Long Term Goals

Provide examples of measurable goals specific to Physical Therapy and Speech and Language Pathology Relevant: functional goals and achievement

[PDF] SLP Service Delivery Models for Adolescents

transitioning students in the least restrictive environment • Write goals collaboratively (when appropriate) that focus on improving academic and functional 

[PDF] GOAL BANK - Ozark Speech Pathologist

sentence (such as ”Point to the woman with blond hair) • Pt will identify the appropriate object or picture from the SLP's description of a functional object (i e an 

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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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