Given a short story, STUDENT will make a prediction or inference about the story with 80% accuracy in 4 out of 5 opportunities. I typically write my goals for about 1.5 years growth from where the kid is right now. Given a reading passage, STUDENT will use the slow rate technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will look at the speaker, ask questions when appropriate, and not interrupt others with 80% accuracy in 4 out of 5 opportunities. Given  3 to 5 items, STUDENT will identify the item that does not belong in the group and explain why with 80% accuracy in 4 out of 5 opportunities. Given others’ behaviors, STUDENT will identify HIS/HER thoughts about others’ behaviors with 80% accuracy in 4 out of 5 opportunities. Given a picture or story, STUDENT will use verbs to tell actions with 80% accuracy in 4 out of 5 opportunities. Given 5 identified words in sentences, STUDENT will provide a synonym/antonym with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes plurals (e.g., s, es) and irregular plural nouns, STUDENT will answer “yes or no” if the phrase or sentence uses the plurals accurately with 80% accuracy in 4 out of 5 opportunities. Given a need and a verbal prompt, STUDENT will sign a basic “need” sign, such as (help, more, done, want, need etc.) Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequence the story including problem and solution with 80% accuracy in 4 out of 5 opportunities. Given multi-step directions, STUDENT will follow 2-step, 3-step, and 4-step directions of increasing length and complexity with 80% accuracy in 4 out of 5 opportunities. Given 10 pictures or objects for 2 different categories, STUDENT will identify the categories and categories the picture or objects into 2 different categories with 80% accuracy in 4 out of 5 opportunities. Download reading fluency iep goal bank document. I typically spread the publishing date for these IEP goal banks out from each other, but I recently had a special request for fifth grade. GOAL I: To increase the child’s fluency through structuring therapy session format and the activities so that there is less pressure for the child to communicate at a high level. Given a picture or object to describe, STUDENT will produce age-appropriate consonants /r, l/ instead of /w, j/ in words to reduce the process of gliding (i.e., “wabbit” for “rabbit”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given 15 sentences with “bumpy” or “smooth” speech, STUDENT will identify if the clinician’s speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities. Given 3 items in a category and 3 categories to choose from, STUDENT will correctly sort objects/pictures into the appropriate category with 80% accuracy in 4 out of 5 opportunities. Given a picture or social interaction, STUDENT will identify another person’s emotion and why HE/SHE is feeling that way with 80% accuracy in 4 out of 5 opportunities. Given a small group or classroom discussion, STUDENT will demonstrate active listening skills (track the speaker with their eyes, keep mouth and body still and quiet, nodding head to show listening, ask questions and/or make comments, etc.) Jun 19, 2014 ... IEP Annual Goal Development Question & Answer Document . Given a picture or object to describe, STUDENT will produce only the phonemes in the word to reduce epenthesis (i.e., adding the “uh” sound between two consonants “bu-lue” for “blue”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Making your life easier one speech therapy material, resource, or how-to video at a time. This page may contain affiliate links. The WHO ICF framework can be used to describe the following comprehensive set of treatment goals for fluency (Coleman & Yaruss, 2014; Yaruss, 2007; Yaruss & Quesal, 2004, 2006). Given an object, picture, or story, STUDENT will say a complete sentence using “has”/”have” (i.e., “The girl has a book”) with 80% accuracy in 4 out of 5 opportunities. Given 20 sentences, STUDENT will use the light articulatory contact technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. Given a story or activity, STUDENT will use sequence words to verbally order a story or activity (e.g., first, next, then, after, last) with 80% accuracy in 4 out of 5 opportunities. Exceed IEP Goal … Given a structured activity, STUDENT will identify and reduce each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities. Given actions from others, STUDENT will modify their own behavior based on the actions of others with 80% accuracy in 4 out of 5 opportunities. Behavioral Goals may be placed in an IEP when it is accompanied by a Functional Behavioral Analysis (FBA) and Behavior Improvement Plan (BIP) . Given 15 sentences with fast or slow speech, STUDENT will identify if the clinician’s speech is fast or slow with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using subject pronouns (i.e., “I”, “he”, “she”, “you”, “we”, “they”) with 80% accuracy in 4 out of 5 opportunities. Given a need to ask for help, STUDENT will look at the person, ask if he or she has time to help, clearly describe what kind of help HE/SHE needs with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 words verbally, STUDENT will select 2 similar pictures and explain the similarities with 80% accuracy in 4 out of 5 opportunities. Examples of specific treatment goals include: I’m a speech-language pathologist and mama to twin boys. Given warning and a change in routine, STUDENT will accept the change without becoming upset with 80% accuracy in 4 out of 5 opportunities. Given an object or picture and a phrase that shows the recurrence (e.g., “more crackers”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. Given 10 modeled sentences, STUDENT will use the light articulatory contact technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. Given 20 sentences, STUDENT will use the preparatory set method to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. Given a new person entering or leaving a situation, STUDENT will independently volunteer social greetings and farewells, such as “hi” and “bye” with 80% accuracy in 4 out of 5 opportunities. (The first section are goals for various medical settings. B. Given a picture or story, STUDENT will use prepositional phrase or adjective to answer HOW questions with 80% accuracy in 4 out of 5 opportunities. Goal II. Given a toy or object and asked to share, STUDENT will share the toy or object with a peer or adult with 80% accuracy in 4 out of 5 opportunities. Teachers can also coach the student with feedback on their use of intonation and expression while completing the reading activity. Your child should have an IEP goal associated with each type of reading struggle. Given a phrase or sentence that includes object pronouns (e.g., “me”, “him”, “her”, “you”, “us”, “them”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will produce HIS/HER own ideas (not mimicking or copying others’ ideas) when entering or joining a conversation with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will give and accept compliments appropriately with 80% accuracy in 4 out of 5 opportunities. Given 15 sentences with random disfluencies, STUDENT will identify the disfluencies in the clinician’s speech with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 word verbally, STUDENT will select 2 similar words with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or word, STUDENT will identify antonyms with 80% accuracy in 4 out of 5 opportunities. Highlight the English or Spanish Speech Therapy Goals ; Choose a goal and cut and paste it into your report. easy onset, light articulatory contacts, reduced rate)... to maintain fluency to (90%) accuracy for at least (4) sentences, provided with no more than (2) visual cues (e.g. Probably the most popular resource on the internet is the IEP goal bank from the Redmond School District. Given an idiom verbally, STUDENT will identify a social situation where the idiom may be used appropriately with 80% accuracy in 4 out of 5 opportunities. Given an activity, picture, or story, STUDENT will use correct subject-verb agreement with 80% accuracy in 4 out of 5 opportunities. 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. I will write the goal for less if they … Given a problem, STUDENT will appropriately identify the size of the problem with 80% accuracy in 4 out of 5 opportunities. Given a conversational topic, STUDENT will use the easy onset technique to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. Given a question, STUDENT will express HIS/HER preference selecting “yes or no” using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Angelman Syndrome Goals & Objectives A general goal bank that allows you to search by goal type and specific areas of intervention. Receptive Language The client will improve receptive language skills in order to functionally communicate with adults and peers. I have compiled these goals over the last 7 years working as a SLPA, being a graduate student, and now working as a SLP. Given a story read aloud, STUDENT will select the picture of the verb that tells the action with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 items in a category (e.g., dog, cat, fish, etc. Given a picture or object, STUDENT will identify the color of the picture or object using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given augmentative symbols or device, STUDENT will carry device to various school and community locations (lunchroom, classroom, recess etc.) The Goal Bank. Given an assignment, STUDENT will write down the assignment in HIS/HER planner or electronic device with 80% accuracy in 4 out of 5 opportunities. Given an object or picture and a phrase that shows possession (e.g., “Dad’s cat”, “girl’s shoe”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. Printable IEP Goal Bank. I prefer the reading level goals above since I have to DRA my students at reporting card periods anyhow, but both of the sets of goals hit the same need (reading harder words more accurately), Notice the sad lack of standards for digraphs and blends– if you need goals in those areas, modify one of these standards , Where to find the standards: Foundation Skills, Phonics and word recognition. Given an object, picture, or story, STUDENT will say a complete sentence using negative sentence structures (i.e., “will not/won’t”, “does not/doesn’t”) with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes past progressive verb tense (e.g., “The man was running”, “The girls were waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense accurately with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2 words to call attention to an object (e.g., “this ball”, “my shoe”) with 80% accuracy in 4 out of 5 opportunities. Given knowledge, examples, and information about fluency shaping techniques (easy onset, light articulatory contact, slow rate), STUDENT will name and describe each fluency shaping technique with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will use an appropriate volume based on the social situation they are in with 80% accuracy in 4 out of 5 opportunities. using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Loads of free speech therapy materials. Given a common object, noun, or action, STUDENT will verbally label the item in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities. Given classroom or small group discussion, STUDENT will demonstrate active listening skills (e.g., body facing the speaker, keep mouth and body still, nodding head to show listening, asking questions and/or making comments) with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce velar sounds (i.e., /k, g/) in words to reduce the process of fronting at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a communication partner and a communication breakdown, STUDENT will repair the communication breakdown using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. I have a large IEP Goal Bank that lists and links out to literally thousands of IEP goals. Given a hearing amplification system, STUDENT will wear it consistently and transport the teacher unit to all classroom teachers with 80% accuracy in 4 out of 5 opportunities. During the reading fluency activity teachers can model the correct reading rate, intonation and expression. Given 20 words, STUDENT will use the slow rate technique to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will use the light articulatory contact technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. Given object(s) and a verbal or written prepositions directive, STUDENT will follow the directions and act out the preposition using the given object(s) (e.g., “Put the doll under the table.”) with 80% accuracy in 4 out of 5 opportunities. Given 5 pictures of facial emotions, STUDENT will identify the emotion using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes possessive pronouns (e.g., “my/mine”, “his”, “her/hers”, “your/yours”, “our/ours”, “their/theirs”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. Given a “yes” or “no” question, STUDENT will use words and/or signs to answer the question with “yes” or “no” with 80% accuracy in 4 out of 5 opportunities. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with pronoun modifiers (i.e., he, she, him, her, they, them) with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will independently articulate the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities. So if you cannot find what you are looking for here, I suggest you check there. Given a small group or classroom discussion, STUDENT will initiate the conversation (e.g., ask a question, make a comment, give a compliment, etc.) Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of verbal and nonverbal social cues (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) Given 10 modeled sentences, STUDENT will use the preparatory set method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of alveolar assimilation  (i.e., using alveolar /t, d, n, l, s, z/ for non-alveolar “tot” for “toss”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Probably the most popular resource on the internet is the IEP goal bank from the Redmond School District. Given a picture, STUDENT will make a prediction or inference about the picture with 80% accuracy in 4 out of 5 opportunities. Welcome to my goal bank! I hope you find these speech therapy goals helpful or they gave you an idea for how to write speech therapy goals. We only recommend products and services that have tried, trust and love. Given an object or picture and a phrase that uses action object form (e.g., “Tie shoe”, “read book“), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with a familiar listener with 80% accuracy in 4 out of 5 opportunities. Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities. Given a need, STUDENT will sign a basic “need” sign, such as (help, more, done, want, need etc.) Given a new class period, STUDENT will determine what materials HE/SHE needs for class, gather materials, and only take those materials HE/SHE needs for class with 80% accuracy in 4 out of 5 opportunities. Given expected and unexpected behaviors, STUDENT will identify how the expected and unexpected behaviors affect the thoughts and feelings of others with 80% accuracy in 4 out of 5 opportunities. flying vs. driving), STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. Given an activity, picture, or story, STUDENT will use compound sentences (i.e., and, but, or, etc.) Given a phrase or sentence that includes present tense “s” and “es” marker (e.g., “The boy jogs”, and “The bee buzzes”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities. 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