The following is a sample of some goals I write for students with communication disorders. Please feel free to bookmark this page and reference when writing goals and objectives. You make share a link to this page. You may not copy/paste this set of goal and share it as you own or post it in its entirety on a separate website. Happy Goal Writing!
PRESCHOOL SLP GOAL BANK | |
Phono | By the end of the IEP, given a verbal or visual prompt X will produce targeted speech sounds without process errors in 3-4 word sentences with 80% accuracy measured through observation in 3/4 data collection opportunities per grading term. |
By the end of the IEP, given a verbal or visual prompt X will Produce accurate vowel patterns for pure vowels and dipthongs in isolation or cv/vc word structure with 50% accuracy, measured through observation, ¾ data collection opportunities per grading term. | |
By the end of the IEP, given a model, X will imitate the production of a) consonants (p, b, m, t, d), b) vowels (ee, ah, oo, etc.), and c) CV and VC combinations with 80% accuracy in 3 out of 4 data collections opportunities, measured through observation, in 3 observations per grading term. | |
By the end of the IEP, given a model and tactile cues, X will imitate a variety of vowel and consonant sounds in syllable combinations to form words ¾ obs, 3 data points per grading period. | |
By the end of the IEP, given a picture cue and a model, X will pronounce the strident sound /f/ (without stopping) in words with 80% accuracy as measured by observation, 3 data points each grading period | |
By the end of the IEP, when engaged in a structured activity, X will correctly produce targeted speech sounds (/s/, /f/, final consonants, and 3-4 syllable words) with 80% accuracy measured by observation, 3/4 data collection opportunities per grading period. | |
By the end of this IEP, during structured speech/language tasks, given picture and verbal cues, X will communicate in four word utterances with 80% intelligibility, as measured through observation, 3 data points per grading period. | |
By the end of the IEP, given a verbal or visual prompt, X will imitate a variety vowel and consonant sounds in simple syllable combinations (CV, VC, CVC) with 80% accuracy measured through observation in 3/4 data collection opportunities per grading term. | |
By the end of the IEP, when given a picture/object and a model, X will produce fricative (f,v,s,z) sounds without stopping in words with 80% accuracy as measured through observation, 3/4 data collection opportunities per grading term. | |
By the end of the IEP, when engaged in a structured activity, X will mark final consonants in words with 80% accuracy as measured by observation, 3/4 data collection opportunities per grading term. | |
By the end of the IEP, when engaged in a structured activity, X will use 2-3 syllable words in words with 80% accuracy as measured by observation, 3/4 data collection opportunities per grading term. | |
By the end of the IEP, given a picture card and model, X will produce /s/ and /f/ in all positions of words with 80% accuracy in 3/4 data collection opportunities per grading term, as measured by observation. | |
By the end of the IEP, when given a picture cue and a verbal model, X will include targeted final consonants (p,b,m,n,t,d,f,s) in 2 word phrases with 75% accuracy, as measured by observation, 3/4 data collection opportunities per grading period. | |
By the end of the IEP, given a picture card and a model, X will imitate early developing sounds /p, b, m, t, d, n, h, w/ in varied syllable sequences (CVC, CVCV, CVCVC), without sound omission, in a) words and b) 2-word phrases with 80% accuracy based upon observation,3/4 data points each grading period | |
By the end of the IEP, given a picture card and a model, X will produce the /s and l/ sounds in consonant blends without cluster reduction in a) words and b) phrases with 80% accuracy as measured by observation, 3 data points each grading period | |
By the end of the IEP, when given a picture cue and a verbal model, X will produce the “CH” and /j/ sounds without stopping in a) words and b)phrases with 80% accuracy as measured by observation, 3/4 data points each grading period. | |
By the end of the IEP, when given a picture cue and a verbal model, X will mark initial sounds in CVC words, in words and phrases, with one verbal/visual prompt, 80% accuracy measured through observation, ¾ times assessed per grading term. | |
By the end of the IEP, given visual models, tactile prompts, and verbal prompts, X will imitate CV and VC syllables with 75% accuracy measured through observation, 3 data collection opportunities per grading period. | |
Early Language | By the end of the IEP, given verbal and visual prompts, X will interact with multiple sensory materials on ¾ trials assessed, as measured by observation, 3 data points each grading period. |
By the end of the IEP, given verbal and visual prompts, X will visually track a bright or noise making object that is put before her on 3 out of 4 trials, based on observation, 3 data points per grading period. | |
By the end of the IEP, given verbal and visual prompts, X will gaze toward a sounds source (voice, music, toy) on ¾ trials based on observation, 3 data points each grading period. | |
By the end of the IEP, given verbal and visual prompts, X will gaze toward visual stimulation (light source, bright toy) on ¾ trials, based on observation, 3 data points per grading period. | |
By the end of the IEP, given verbal and visual prompts, X will follow novel one-step directions with 80% accuracy 3 out of 4 data collection opportunities, measured through observation, in 3 observations per grading term | |
By the end of the IEP, given a model, X will maintain a turn-taking activity for at least three turns (making noises, rolling ball, stacking blocks, activating cause/effect toy), 3 out of 4 data collection opportunities per grading term, measured by observation, in 3 observations per grading term. | |
By the end of the IEP, X will make a choice by pointing, signing, or imitating a word, given a verbal prompt, with 80% accuracy measured by observations 3 data points per grading period. | |
By the end of the IEP, given verbal and visual prompts, when engaged in a structured activity, X will use signs/picture icons/speech to communicate needs and wants on 3/4 trials, based upon observation, 3 data points each grading period | |
By the end of the IEP, X will imitate 5 functional play actions by watch the play partner then imitating the play action within 5 seconds of the presentation of the opportunity in ¾ sessions. | |
By the end of the IEP, given a visual and verbal prompt, X will imitate a word approximation, sign, or activate a speech output device, to make a request with 75% accuracy measured by observation, 3 data points per grading period. | |
By the end of the IEP, given a verbal or visual prompt X will engage in 5 turn-taking exchanges by relinquishing to the other person and then requesting a turn or taking a turn given models and cues. | |
AAC | By the end of the IEP, in preschool classroom activities (circle, snack, etc.), given one verbal prompt, X will use core vocabulary words meaningfully on his speech generating device at least twice per activity, with 75% accuracy measured through observation, 3 data collection opportunities per grading period. |
By the end of the IEP, during structured language activities, X will use his speech generating device for 3 different functions per activity (request repetition, comment, label, request an item, refuse, request assistance, greet, ask a question, request clarification, etc.) with two verbal or gestural prompts, with 75% accuracy measured through observation, 3 data collection opportunities per grading period. | |
By the end of the IEP, given a model, X will use functional communication to interact her environment (point, gesture, activate AAC, imitate sounds, etc.), with 80% accuracy 3/4 data collection opportunities per grading term, measured by observation. | |
Receptive | By the end of the IEP, given a 3 photographs, X will identify a familiar or curriculum object, with 80% accuracy, measured through observation, 3/4 times assessed per grading term |
By the end of the IEP, given 3 items, X will point to the object named and imitate the single word label with 80% accuracy, measured through observation, 3/4 times assessed per grading term. | |
By the end of the IEP, , given picture cards/objects and a verbal cue, X will answer questions pertaining to a story or the activity at hand with 80% accuracy as measured by data, 3 data points each grading period. | |
By the end of this IEP, when given picture cues and a verbal prompt, X will complete directions to show understanding of spatial concepts (under, beside, in front, behind), quantity concepts (one, more, all), time concepts(first, next, last) and descriptive terms ( bigger, biggest) with 80% accuracy, measured through observation, 3 data points per grading period | |
By the end of this IEP, when given picture cues and a verbal question, X will respond to who, what, where, why and when questions with 80% accuracy, as measured through observation, 3 data points per grading period. | |
By the end of the IEP, given a verbal and visual prompt, X will point to the named vocabulary picture from a field of 3, with 80% accuracy as measured by observation 3 data points per grading period. | |
By the end of the IEP,, given 2-3 objects/pictures x will point to the one named when given a a) physical cue, b) model and c)verbal cue on 3/4 trials, based upon observation, 3 data points each grading period. | |
By the end of the IEP, when given 3 picture choices and a verbal cue, X will match vocabulary related to classroom themes with 75% accuracy, as measured by observation, 3 data points per grading period. | |
By the end of the IEP, given objects/pictures, X will point to what he wants when given a) physical cue, b) model and c) verbal cue on 3/4 trials, based upon observation, 3 data points each grading period | |
By the end of the IEP, when given two objects or pictures (snacks, classroom activities, toys, etc.) X will make a choice by looking/pointing/gesturing/ or vocalizing, when given a tactile and verbal prompt, in 3/4 opportunities measured through observation, 3 times per grading period. | |
By the end of the IEP, when given a 3 pictures and one verbal prompt, X will sequence three picture cards with 80% accuracy measured by observation, 3 data points per grading period. | |
By the end of the IEP, when given a picture choice, X will make an inference about what will happen next, with 80% accuracy measured by observation, 3 data points per grading period. | |
By the end of the IEP, given objects/pictures, X will point to the one named or described when given a) physical cues, b) model and c) verbal cue on ¾ trials based on observation, 3 data points per grading period. | |
By the End of the IEP, given a picture/ a verbal word and a model, X will follow simple commands to imitate actions (for example-jump, sit, clap, put in….) on 3/4 opportunities as measured by observation, 3 data points each grading period | |
By the end of the IEP, given verbal/visual cues, X will sequence and describe 3-4 picture cards to retell a 3-4 step story with 80% accuracy as measured by observation, 3 data points each grading period | |
By the end of the IEP, given 3 pictures or objects, X will point to an object when given a) the items function b) the item attributes with 75% accuracy measured through observation, 3 data collection opportunities per grading period. | |
By the end of the IEP, when given a structured therapy task (ie: book, app, craft, etc), X will answer WH questions about the task (who, what doing, where) with 80% accuracy as measured by observation in 3 data collection opportunities. | |
By the end of the IEP, when given 5 objects/pictures and a verbal prompt, X will identify an item when given a) the function and b)physical description with 80% accuracy based on observation, in 3 data collection opportunities. | |
Expressive | By the end of the IEP, given a model, X will use functional communication to interact with her environment (point, gesture, activate AAC, imitate sounds, etc.), with 80% accuracy 3/4 data collection opportunities per grading term, measured by observation. |
By the end of the IEP, given a picture cue and a model, X will label curriculum vocabulary including descriptions and pronouns, with 80% accuracy as measured by observation, 3 data points/grading period | |
By the end of the IEP, given a picture card and a model, X will incorporate classroom vocabulary into a 2 word phrase with 75% accuracy on ¾ observations per grading term. | |
By the end of the IEP, given a verbal and visual prompt, X will match pictures of curriculum vocabulary with 80% accuracy as measured by observations, 3 data points per grading period. | |
By the end of the IEP, given a an item or photograph, X will use a single word to label 5 new items per grading term with 80% accuracy, measured through observation, 3/4 times assessed per grading term. | |
By the end of the IEP, X will display increased in use of phrases at least four words in length containing a variety of word types (descriptors, labels, actions, location words, question words, time word, location words) | |
By the end of the IEP, when engaged in play with toys, food, or story with pictures and given no more than 2 verbal models or prompts, X will use a 1-3 word phrase to comment on his play or actions with 75%, as measured by observation, 3 data points per grading period. | |
By the end of the IEP, when given 2-3 choices of toys or food and no more than 2 verbal prompts, X will use words and phrases to make a request in 75% of trials assessed, as measured by observation, 3 data points per grading period. | |
By the end of the IEP, given picture cards, verbal questions and multimodal cues X will answer Wh- question types(what, what doing, who, where) with 80% accuracy as measured through observation, 3 data points per grading period | |
By the end of the IEP, , given an object/picture (noun or action words) and a model, x will imitate a word/sign/gesture on 3/4 trials based upon observation, 3 data points each grading period | |
By the end of the IEP, given visual or verbal prompts when engaged in a structured activity, X will use signs/picture icons/speech to communicate needs and wants on ¾ trials based upon observation, 3 data points per grading period | |
By the end of the IEP, given a picture card and a model, X will name curriculum vocabulary (nouns, verbs, descriptors) with 80% accuracy based upon observation, 3 data points each grading period | |
By the end of the IEP, given a picture card and a model, X will use curriculum vocabulary in different word combinations (for example-noun+verb, verb+noun, adjective+noun) to form a 2-word phrase with 80% accuracy based upon observation, 3 data points each grading period | |
By the end of the IEP, given a picture card and a model, X will use total communication (signs/verbalizations.AAC) to request desired activities, 10 time/session, measured through observation 3/3 data collection opportunities. | |
By the end of the IEP, given a picture card and a model, X will use total communication (signs/verbalizations.AAC) to label common vocabulary in objects/pictures. | |
By the end of the IEP, given a picture card and a verbal cue, X will describe function/use of curricular vocabulary with 80%accuracy as measured by observation, 3 data points each grading period | |
By the end of the IEP, given picture cards/objects and a verbal cue, X will name the category and state 3 items/category with 80% accuracy as measured by observation, 3 data points each grading period | |
By the end of the IEP, X will imitate a 3 word utterances, with a visual reference, 3/4 data collection opportunities, measured through observation, 3/3 data collection opportunities per grading term. | |
By the end of the IEP, X will produce 3+ word utterance to indicate a choice or share an idea/comment, with no more than one verbal and visual prompt, ¾ data collection opportunities. | |
By the end of the IEP, X will produce a 3+ words utterance to describe the action in a picture/demonstration, with no more than one verbal and visual prompt, ¾ data collection opportunities. | |
By the end of the IEP, Given a picture card and verbal prompt, X will describe an item’s use/function when asked with 80% accuracy based upon observation, 3 data points per grading period. | |
Syntax | By the end of this IEP, when given picture or story cues and a verbal model X will imitate 4-5 word sentences using targeted grammatical forms (pronouns, verb forms, prepositions) with 80% accuracy, as measured through observation, 3 data points per grading period |
By the end of the IEP,given a picture card, X will use the pronouns “he and she” when given a) a model and b) a question to answer with 80% accuracy as measured by observation, 3 data points each grading period | |
By the end of the IEP, given a picture and verbal prompts, X will use regular past tense -ed with 80% accuracy as measured by observation, 3 data points per grading period. | |
By the end of the IEP, given a picture and verbal prompts, X will use irregular past tense verbs in sentences with 80% accuracy as measured by observation, 3 data points per grading period. | |
By the end of the IEP, given a picture and verbal prompts, X will use regular plural -s in simple sentences with 80% accuracy as measured by observation, 3 data points per grading period. | |
By the end of the IEP, given a picture card, X will produce the helping verbs “is, are, am” when given a) a model and b) a question to answer with 80% accuracy as measured by observation, 3 data points each grading period | |
By the end of the IEP, given a picture and verbal prompts, X will use different three-word combinations for example (noun + verb, descriptor + noun, etc.) with 80% accuracy as measured by observation, 3 data points per grading period. | |
By the end of the IEP, given a picture and verbal prompts, X will use prepositional phrases in simple sentences (ie: in my backpack, under the chair) with 80% accuracy as measured by observation, 3 data points per grading period. | |
By the end of the IEP, given a picture and verbal prompts, X will connect simple sentences with “and” or “because” with 80% accuracy as measured by observation, 3 data points per grading period. | |
By the end of the IEP, given a picture and verbal prompts, X will use comparative forms (-er) in simple sentences with 80% accuracy as measured by observation, 3 data points per grading period. | |
By the end of the IEP, given a picture and verbal prompts, X use temporal words to describe time (before, first, yesterday) with 80% accuracy as measured by observation, 3 data points per grading period. | |
Social | By the end of the IEP, when given a difficult task, X will use a physical emotional regulation strategies (six sides of breathing, lazy 8 breathing, calming sequence, etc ) in a calm manner in 3 out of 4 times observed as assessed once per month. |
By the end of the IEP, when given a difficult task, X will use a verbal emotional regulation strategy (asking for help, asking a question, asking for more materials, etc) with peers and/or adults in a calm manner in 3 out of 4 times observed as assessed once per month. | |
By the end of the IEP, when given an interaction with peers he perceives as frustrating, X will use a verbal or physical emotional regulation strategy (asking for help, asking a question, asking for more materials, six sides of breathing, lazy 8 breathing, calming sequence, etc) with peers and/or adults in a calm manner in 3 out of 4 times observed as assessed once per month. | |
By the end of the IEP, when engaged in play with peers, X will maintain the topic of conversation in a 3-part dialogue exchange, given one verbal prompt, in 3/4 opportunities, measured by observation. | |
By the end of the IEP, when speaking to an adult or peer, X will position his body and face toward the speaker in 4/5 opportunities when given a verbal prompt measured by observation, 3 data points per grading period. | |
By the end of the IEP, when engaged in an activity with peers, X will use appropriate nonverbal communication skills (establish eye contact, maintain proximity, etc.), in 3/4 opportunities as measured through observation, 3 data collection opportunities per quarter | |
By the end of the IEP, when engaged in play with a peer, X will make a contextually relevant response, given one adult prompt or question, 3 times per play scheme, as measured by observation, 3 data collection opportunities per quarter. | |
By the end of the IEP, when engaged in an activity with peers, X will use appropriate nonverbal communication skills (establish eye contact, maintain proximity, etc.), in 3/4 opportunities as measured through observation, 3 data collection opportunities per quarter. | |
By the end of the IEP, when engaged in play with a peer, X will participate in a 3-part communication exchange, given two verbal prompts, in 3/4 opportunities, measured by observation, 3 data collection opportunities per quarter. | |
By the end of the IEP, when engaged in play with a peer, X will make a contextually relevant response, given one adult prompt or question, 3 times per play scheme, as measured by observation, 3 data collection opportunities per quarter. | |
By the end of the IEP, when engaged in play with peers, X will maintain the topic of conversation in a 3-part dialogue exchange, given one verbal prompt, in 3/4 opportunities, measured by observation. | |
By the end of the IEP, when engaged in a structured activity, X ill respond to an adult or peer’s question and give relevant information, with 80% accuracy measured by observation, 3 data collection opportunities per grading period. | |
By the end of the IEP, when engaged in play with a peer, Will will participate in a 3-part conversation, given two verbal prompts, in 3/4 opportunities, measured by observation. | |
By the end of the IEP, when engaged in play with a peer, X will make a comment or ask a question on the topic of conversation, given one adult prompt, 3 times per play scheme, as measured by observation, 3 data collection opportunities per grading period. | |
By the end of the IEP, in small group, X will initiate conversation with a peer (by greeting, using non-verbal communication skills, commenting, or questioning), given one adult prompt, two times per 10 minute play scheme, as measured by observation, 3 data collection opportunities per grading period. | |
By the end of the IEP, after saying a friend’s name to gain attention, X will make a verbal request with appropriate physical proximity, ¾ opportunities. | |
By the end of the IEP, X will use words (i.e.: “Ms. Jenna,” “Excuse me”) and/or gestures (raising hand) or physical interaction (tapping shoulder) to gain attention of adults and peers before initiating communication given 2 verbal prompts, 3 of 4 opportunities. | |
By the end of the IEP, In the school setting, X will greet his peers and adults during appropriate times, 3/4 opportunities. | |
By the end of the IEP, X will use language for a 4 different functions (direct, comment, question, request, praise,etc.) during conversation/play with peers measured through observation, with one verbal reminder, in 2/3 data points per grading period. | |
By the end of the IEP, during large or small group activities, X will follow directives of peers in 3/4 opportunities measured by observation, given one verbal prompt, 3 data points per grading period. | |
By the end of the IEP, when speaking to an adult or peer, X will position his body and face toward the speaker in 4/5 opportunities when given a verbal prompt measured by observation, 3 data points per grading period. | |
By the end of the IEP, given a picture cue and a model, X will communicate his idea to a peer, when engaged in a structured activity, 4 out of 5 opportunities presented as measured by observation, 3 data points each grading period | |
By the end of the IEP, given a model, X will use a single word combined with a nonverbal behavior (e.g. eye gaze, gestures, pointing, showing), to ask for help, label, reject, or request a preferred item/action/turn during play activities, with 80% accuracy measured through observation, 3 data collection opportunities per grading period. |
Join the SRN newsletter!
I'm so glad you stopped by! If you'd like to keep up with the newest posts and get exclusive free downloads, please sign up for the newsletter! Your first freebie is ready as soon as you subscribe and confirm your email!
Success! Now check your email to confirm your subscription.