Speech & Language IEP goals for Developmental Delay

• PK, K-2Opportunities

  Follow a partner's point to a toy

  Responding to joint attention

  By the annual IEP review date, during floor play with 3 to 5 toys placed around the student, when the partner points to a toy within 3 feet and names it, the student will turn their head or body toward the pointed-to object and then touch it, reach for it, move to it, or vocalize about it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during play sessions.

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• PK, K-2Frequency

  Show a toy to share interest

  Initiating joint attention by showing

  By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected twice weekly.

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See all 35 early communication goals

• PK, K-2Percent accuracy

  Say CV words such as me and go

  CV syllable shapes

  By the annual IEP review date, given 10 functional consonant-vowel words from the student's practice set, presented in random order with a picture or object for each, the student will say each consonant-vowel word with the correct consonant and vowel in the correct order independently with at least 70% accuracy on consonant-vowel word productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.

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• PK, K-2Percent accuracy

  Keep vowels clear in simple words

  Vowel accuracy

  By the annual IEP review date, given 10 one-syllable practice words that contrast 3 target vowels (such as "bee", "ba", "boo"), in random order with pictures, the student will say each word with the target vowel clear enough that the listener can tell which word was said independently with at least 75% accuracy on target vowels in practice words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.

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See all 30 motor speech (apraxia & dysarthria) goals

• PK, K-2, 3-5Opportunities

  Hand a picture to a partner to request a preferred item

  Picture exchange to request

  By the annual IEP review date, given a preferred item in view and a single picture of it within reach, during snack or play, the student will pick up the picture and release it into the partner's open hand independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.

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• PK, K-2, 3-5Opportunities

  Build a two-symbol request such as "I want" plus an item

  Two-symbol requests

  By the annual IEP review date, given a sentence strip, an "I want" symbol, and pictures of 5 or more available items during snack or play, the student will combine the request symbol and the item symbol and give or show the message to the partner independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.

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See all 70 AAC & augmentative communication goals

• PK, K-2Percent accuracy

  Produce final consonants in words

  Final consonant deletion

  By the annual IEP review date, given 20 pictures of CVC words that end in a consonant the student can produce (such as cat, bed, soap), the student will produce the final consonant in each word independently with at least 80% accuracy on final consonants in single words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• PK, K-2Percent accuracy

  Produce /k/ and /g/ in words without fronting

  Velar fronting

  By the annual IEP review date, given 20 picture cards of words that contain /k/ or /g/ in the initial or final position, the student will independently produce /k/ and /g/ in each target word instead of substituting /t/ or /d/ with at least 80% accuracy on velar sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 40 phonological processes goals

• PK, K-2Percent accuracy

  Follow directions that contain basic concepts

  Directions with basic concepts

  By the annual IEP review date, given 10 oral directions of up to three steps containing basic concepts (such as under, behind, between, first, last, same, different) using familiar objects, the student will follow each direction by carrying out every step correctly and in the stated order independently with at least 80% accuracy on directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• PK, K-2, 3-5Percent accuracy

  Sort items into categories and name the category

  Categories

  By the annual IEP review date, given 10 sets of three or four pictures or words from familiar categories, the student will name the category that each set of items belongs to independently with at least 80% accuracy on categorization items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 55 receptive language goals

• PKFrequency

  Combine two words to express a meaning in play

  Two-word combinations

  By the annual IEP review date, during a 10-minute play-based language sample with an adult and preferred toys, the student will produce spontaneous two-word combinations that express a relation (such as agent and action "dog eat," action and object "throw ball," possession "my cup," recurrence "more juice," location "baby in") independently at least 10 times per 10-minute play sample, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.

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• PK, K-2Percent accuracy

  Say a three- to four-word sentence about a picture

  Subject-verb-object sentences

  By the annual IEP review date, given 10 action pictures showing a person or animal doing something to an object and asked "What's happening?", the student will say a sentence with a subject, a verb, and an object (such as "Boy kicks ball") independently with at least 80% accuracy on action pictures, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 50 grammar, syntax & morphology goals

• PK, K-2, 3-5Percent accuracy

  Use a target grammatical morpheme in obligatory contexts

  Grammatical morphemes in obligatory contexts

  By the annual IEP review date, during a structured picture-description task that creates at least 10 obligatory contexts for the target morpheme, the student will produce To choose for the student: the target grammatical morpheme (such as plural -s, regular past tense -ed, or third-person singular -s) in each obligatory context independently with at least 80% accuracy on obligatory contexts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• PK, K-2, 3-5Frequency

  Produce longer utterances in a language sample

  Utterance length

  By the annual IEP review date, during a 10-minute play-based or picture-description language sample with the SLP, the student will produce utterances of four or more words using speech, sign, or their communication device independently at least 15 times per 10-minute language sample, across 3 consecutive weekly language samples, as measured by frequency recording collected weekly.

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See all 60 expressive language goals

• PK, K-2Percent accuracy

  Name pictures and objects of common nouns

  Labeling common nouns

  By the annual IEP review date, given 20 pictures or objects from familiar categories (such as food, clothing, animals, classroom items) and asked "What is this?", the student will name each item with the correct word using speech, sign, or a communication device independently with at least 80% accuracy on pictures or objects named, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• PK, K-2Percent accuracy

  Name colors, shapes, and numbers

  Colors, shapes, and number words

  By the annual IEP review date, given 10 colored objects or color cards and asked "What color?", the student will name the color, shape, or number shown using speech, sign, or a communication device independently with at least 90% accuracy on color, shape, or number items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 45 vocabulary & semantics goals