Speech & Language IEP goals for Multiple Disabilities

• 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

• PKOpportunities

  Reach toward a wanted item to request it

  Reaching to request

  By the annual IEP review date, during snack, when the partner holds up two small pieces of a preferred food just out of reach, the student will reach an open hand or arm toward the item the partner is holding to request it 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-2Opportunities

  Give a container to an adult for help

  Giving to request help

  By the annual IEP review date, during play, given a clear container with a preferred item inside and a lid the student cannot open, the student will hand or push the container or toy to the adult to request help independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.

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See all 35 early communication goals

• K-2, 3-5Opportunities

  Tap a pacing board to slow down

  Rate control with a pacing board

  By the annual IEP review date, during sharing time or a small-group answer, when the student starts a message of 3 or more words with the pacing board on the desk, the student will tap one dot of the pacing board for each word or syllable while speaking the message independently in at least 4 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.

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• 3-5, K-2, 6-8Percent accuracy

  Get a full phrase out on one breath

  Breath support for phrases

  By the annual IEP review date, given 10 practiced phrases of 4 to 6 words, said after a planned breath in a supported seated position, the student will take a breath before speaking and say the whole phrase on that breath with every word audible to the end independently with at least 80% accuracy on phrases finished on one breath with every word audible, 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

• K-2, 3-5, 9-12Percent accuracy

  Answer questions about personal information

  Personal information

  By the annual IEP review date, when asked 5 personal information questions by a familiar adult (such as full name, age, birthday, school, teacher), the student will state the correct personal information for each question using speech, sign, or a communication device independently with 100% accuracy on personal information questions, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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• PKOpportunities

  Fill in the repeated line of a familiar rhyme or song

  Repeated lines in rhymes and songs

  By the annual IEP review date, during a familiar song, rhyme, or repeated-line story when the adult pauses before the repeated word or line, the student will say, sign, or select the missing word or line when the adult pauses independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 60 expressive language goals

• PK, K-2Percent accuracy

  Answer yes/no questions about objects and pictures

  Yes/no questions

  By the annual IEP review date, given 10 yes/no questions about objects or pictures in view (such as "Is this a dog?", "Is the ball red?"), about half with the answer no, the student will answer yes or no correctly using speech, a head movement, sign, or a yes/no board independently with at least 90% accuracy on yes/no questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• K-2, 3-5Percent accuracy

  Choose the picture that answers a spoken question

  Receptive wh- questions

  By the annual IEP review date, given 10 spoken sentences, each followed by a who, what, where, when, or why question, and a field of 3 picture answers, the student will select the picture that answers the question about the sentence independently with at least 80% accuracy on spoken wh- questions with picture choices, 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

• PK, K-2Latency

  Turn toward the speaker when their name is called

  Responding to name

  By the annual IEP review date, when their name is called once from about 6 feet away during play or a center activity, 10 times across a session, the student will turn toward the speaker or respond in their usual way (pausing, vocalizing, or signing) independently within 3 seconds, across 3 consecutive data collection days, as measured by latency recording collected daily.

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See all 40 listening comprehension & auditory processing goals

• 9-12Opportunities

  Ask a store employee where an item is

  Asking for help in the community

  By the annual IEP review date, during a community-based instruction trip to a store when an item on the student's list is not found after a short search, the student will find a store employee, get their attention, ask where the item is, and thank them independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected during each community-based instruction trip.

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See all 60 pragmatic language goals