It can also make our therapy more effective, because we’re hitting the skills holding them back in the first place . 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. ), STUDENT will 1 object or picture that does not share that same attribute with 80% accuracy in 4 out of 5 opportunities. Given two spoken words, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. Given a writing or speaking task, STUDENT will use future-tense verbs (i.g., will drive, will stop, will park) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities. Given 20 sentences, STUDENT will use the slow rate technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. Given a question or community helper or form, STUDENT will identify HIS/HER contact information selecting (i.e. Given an example of their own behavior, STUDENT will identify how their own behavior will affect the thoughts and feelings of others with 80% accuracy in 4 out of 5 opportunities. Grade Core Curriculum Goal Speech/Language Smart Goal Intervention Ideas 4 6. If you work as a school-based occupational therapist, you are probably no stranger to writing reports. While reading a passage, STUDENT will use knowledge of consonants, consonant blends, and common vowel patterns to decode unfamiliar words with 90% accuracy in three trials. Given an object or picture and a phrase that shows an emotion (e.g., “girl sad”, “man angry”), 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 different social settings, STUDENT will monitor HIS/HER volume and adjust it based on setting and/or situation with 80% accuracy in 4 out of 5 opportunities. Given a 2 minute tape-recording of HIS/HER reading or conversational speech with “bumpy” or “smooth” speech, STUDENT will identify if HIS/HER speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with quality modifiers (i.e., size, color, shape) with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will describe the object or picture by identifying a minimum of (3) attributes (e.g., color, size, number etc.) Given 10 pictures, STUDENT will match opposite pictures in pairs (i.e., happy/sad, up/down) with 80% accuracy in 4 out of 5 opportunities. Given a picture or object, STUDENT will identify the attributes (hot/cold, big/little, soft/hard) of the picture or object using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given 10 words, STUDENT will identify the sounds in the words 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.) Given an object or picture, STUDENT will describe the object or picture by naming the item, identify attributes (color, size, etc. Given a picture or object to describe, STUDENT will produce all syllables in two-syllable and 3-syllable words to reduce weak syllable deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given an unfamiliar person to meet, STUDENT will introduce HIMSELF/HERSELF by looking at the person, use an appropriate greeting (i.e., Hi, my name is…”) and telling the person it was nice meeting HIM/HER when leaving with 80% accuracy in 4 out of 5 opportunities. Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy in 4 out of 5 opportunities. Given augmentative symbols or device, STUDENT will select HIS/HER meal choices (in the school lunchroom, restaurant, etc.) Given a need to ask a question, STUDENT will get the person’s attention appropriately, look at the person, use a pleasant tone of voice, use words such as “please”, “would”, “may I”, and listen to the person’s answer with 80% accuracy in 4 out of 5 opportunities. Given verbal directions, STUDENT will follow conditional directions (e.g., “If you are wearing a red shirt, stand up.”)with 80% accuracy in 4 out of 5 opportunities. ), STUDENT will 1 word that does not share that same attribute with 80% accuracy in 4 out of 5 opportunities. Given a hearing amplification system, STUDENT will advocate with Speech Therapist or classroom teacher if there are any problems with the hearing amplification system with 80% accuracy in 4 out of 5 opportunities. Recognizing and describing emotional states of self and others. Given an opportunity to comment or share information, STUDENT will use2-4 words to express HIS/HER comment or share information with 80% accuracy in 4 out of 5 opportunities. Seriously, it is awesome!! Given a graphic organizer, STUDENT will produce a five paragraph essay including an introduction, topic sentences, transitions, and conclusion with 80% accuracy in 4 out of 5 opportunities. When children approach school-age, speech disfluency becomes more complicated as they begin to experience anxiety, shame, and the fear of speaking. 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 a picture or object to describe, STUDENT will produce age-appropriate bilabial  (i.e., /p, b, m/) and alveolar sounds (i.e., /t, d, n) in words to reduce the process of backing at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. 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 sentence level with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using plural nouns (i.e., s, es, and irregular plural forms) with 80% accuracy in 4 out of 5 opportunities. Given 20 words, STUDENT will use the light articulatory contact technique to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with location modifiers (i.e., spatial concepts) with 80% accuracy in 4 out of 5 opportunities. When I’m not working on my blog I can be found at home playing with my boys and husband or watching the hallmark channel while drinking a warm cup of coffee. Given a conversational topic, STUDENT will use the pull-out method to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. 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 a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with an unfamiliar listener with 80% accuracy in 4 out of 5 opportunities. Given 5 objects or pictures at a time and given a function, STUDENT will point to the appropriate object or picture with 80% accuracy in 4 out of 5 opportunities. Given a conversational partner, STUDENT will maintain a topic for at least 3 conversational turns (e.g., ask partner-focused questions, make comments, etc) with 80% accuracy in 4 out of 5 opportunities. Given 10 modeled sentences, STUDENT will use the slow rate technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. Speech Therapy Goals Written Language Given a writing task, STUDENT will produce grammatically correct sentences with 80% accuracy in 4 out of 5 opportunities. using HIS/HER AAC device, a gesture, or a sign with 80% accuracy in 4 out of 5 opportunities. ), STUDENT will match identical symbols given a choice of 4 options wit 80% accuracy in 4 out of 5 opportunities. 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 a conversation, STUDENT will ask 1 or 2 follow-up questions to ensure the conversation is two-sided with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will use the easy onset technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. Many of our speech and language therapy goals incorporate finding the main idea, explaining inferences and figurative language, remembering sequences, and defining vocabulary using context cues. Given an object or picture, STUDENT will use 2-3 word utterances to describe the object or picture with 80% accuracy in 4 out of 5 opportunities. Given 10 modeled sentences, STUDENT will use the pull-out method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. No Prep Articulation Printables Using High Frequency Words Bundle for SLPs, Vocabulary Worksheets for Speech Therapy: One Sheet, Digital, Uses Real Pictures. Given 10 common objects or pictures, STUDENT will verbally label the item with 80% accuracy in 4 out of 5 opportunities. Given a want or request, STUDENT will pair vocalizations with gestures when indicating a want or requesting an object 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. Below you will find examples of Objectives/Short Term (ST) goals. Given a conversational topic, STUDENT will use the slow rate technique to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 words verbally, STUDENT will identify the different word and explain the differences with 80% accuracy in 4 out of 5 opportunities. Given 20 sentences, STUDENT will use the pull-out method to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. We only recommend products and services that have tried, trust and love. 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 an object, picture, or story, STUDENT will say a complete sentence using irregular past tense (i.e., “ran”, “drove”, “drank”) with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to ask a question/comment/describe, STUDENT will include all necessary words in a sentence to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities. a pediatric speech-language pathologist and founder of speechy musings! My name is Gabby. Click on a speech therapy goal area below. Given an idiom verbally with no visual cue, STUDENT will accurately describe the meaning of the idiom with 80% accuracy in 4 out of 5 opportunities. 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