Speech & Language IEP goals for Down Syndrome
98 speech & language templates across 10 skills: motor speech (apraxia & dysarthria), early communication, AAC & augmentative communication, phonological processes, grammar, syntax & morphology, expressive language, vocabulary & semantics, articulation, narrative language & retelling, receptive language. Each opens in the builder with a matching data sheet.
98 templates · 10 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Motor Speech (Apraxia & Dysarthria) Speech & Language
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.
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.
Early Communication Speech & Language
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.
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.
AAC & Augmentative Communication Speech & Language
Use signs for basic needs such as help, more, and all done
Signs for basic needs
By the annual IEP review date, during snack, play, or work when a need arises (wanting more, needing help, wanting to stop), the student will produce the sign for the need (such as help, more, all done, eat, drink) at the moment the need arises 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.
Label objects and pictures with signs
Labeling with signs
By the annual IEP review date, given 20 objects or pictures from the student's target sign vocabulary (such as animals, foods, family members), the student will produce the sign for each object or picture when asked "What's this?" or when the item is shown independently with at least 80% accuracy on items labeled with the target sign, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Phonological Processes Speech & Language
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.
Produce both consonants in consonant clusters
Cluster reduction
By the annual IEP review date, given 20 picture cards of words that begin with /s/ clusters (such as spoon, star, snake), the student will produce both consonants in each initial consonant cluster independently with at least 80% accuracy on initial consonant clusters in words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Grammar, Syntax & Morphology Speech & Language
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.
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.
Expressive Language Speech & Language
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.
Use a wide range of different words in play
Vocabulary diversity in a sample
By the annual IEP review date, during a 10-minute play-based language sample with an adult and a varied toy set, the student will use different words (counting each word once) across the sample independently at least 45 times per 10-minute language sample (number of different words), across 3 consecutive monthly samples, as measured by frequency recording collected monthly.
Vocabulary & Semantics Speech & Language
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.
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.
Articulation Speech & Language
Produce the target sound correctly in single words
Target sound in single words
By the annual IEP review date, given 20 picture or word cards containing To choose for the student: the target sound (such as /r/) in the initial, medial, and final word positions, the student will produce the target sound correctly in single words independently with at least 80% accuracy on target-sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce the target vowel in words and sentences
Vowel sounds
By the annual IEP review date, given 20 picture or word cards containing To choose for the student: the target vowel (such as /i/ as in "feet" or the diphthong in "boat"), the student will produce the target vowel correctly in each word independently with at least 80% accuracy on target-vowel productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
All 10 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Articulation, phonology, expressive and receptive language, pragmatics, fluency, and voice. Down syndrome is not an IDEA category on its own; students are usually served under Intellectual Disability, Speech or Language Impairment, or Developmental Delay. The goals below are the ones teams most often write: speech intelligibility, expressive language, fine and gross motor skills, and daily living routines.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 37 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 17 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 39 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
Frequently asked questions
Which eligibility category applies to a student with Down syndrome?
The evaluation team decides based on the student's needs. Common categories are Intellectual Disability, Speech or Language Impairment, and, for young children, Developmental Delay. The category does not limit which goals can be written.
How are intelligibility goals measured?
Usually by percent of words understood by an unfamiliar listener in a short sample, or by accuracy on target sounds in words and phrases. The SLP picks the measure that matches the student's speech profile.
What speech and language goals are common for students with Down syndrome?
Expressive and receptive language, pragmatics, articulation or intelligibility, and AAC, depending on the evaluation. Goals are measured trial by trial or by percent accuracy in a session, with a generalization step when needed.
Who writes the goal?
The speech-language pathologist drafts it from the evaluation and the IEP team adopts it. Teachers and families contribute information about communication outside therapy.
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