SLP Vision, Hearing & Assistive Technology IEP goals
32 vision, hearing & assistive technology templates tagged for the speech-language pathologist, across 3 skills: auditory skills (Deaf & hard of hearing), sign language & visual communication, hearing technology self-management. Each opens in the builder with a matching data sheet.
32 templates · 3 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
Show a response to everyday sounds
Detection: environmental sounds
By the annual IEP review date, during play and routines, when an everyday sound happens (such as a knock, a drum, a dog bark, or running water) out of the child's view, the student will show they heard the sound by stopping, turning, pointing to their ear, or saying or signing that they heard it independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
Detect speech sounds with a play response
Detection: speech sounds
By the annual IEP review date, given speech sounds (such as m, oo, ee, ah, sh, s) spoken at a normal voice level at 3 feet with the speaker's mouth covered, mixed with silent turns, the student will make the play response (such as putting a peg in a board) each time a sound is spoken and wait when there is no sound independently with at least 90% accuracy on sound and no-sound trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
Sign the names of familiar objects and actions
Early sign vocabulary
By the annual IEP review date, given pictures or real objects of familiar items and actions from daily routines, the student will sign the name of the object or action independently with at least 80% accuracy on target signs produced, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Take turns in a signed conversation
Signed turn-taking
By the annual IEP review date, during a signed conversation with a peer or adult about a shared activity, the student will wait for the partner's turn to end, then respond to what they signed independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Respond to Ling sounds in the morning check
Daily listening check
By the annual IEP review date, during the daily device check, given each Ling sound spoken at a normal voice level at about 3 feet with the speaker's mouth covered, the student will show they heard each sound with a play response (such as dropping a block in a bucket) or by repeating it independently in at least 6 of 7 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily during the device check.
Ask for a repeat when something was missed
Requesting repetition
By the annual IEP review date, during whole-group and small-group lessons when the student misses a direction or a question, the student will ask the speaker to repeat or say it another way, in speech or sign independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. This goal bank for speech-language pathologists covers articulation, phonology, expressive and receptive language, pragmatics, fluency, voice, AAC, and narrative skills. Criteria are written in trials, percent accuracy, or opportunities so session data lines up with the goal.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 18 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
Frequently asked questions
How do SLPs write measurable speech and language goals?
Name the target (sound, structure, or function), the level (word, sentence, conversation), the context, the support, and a criterion such as 80% accuracy over 20 trials in 3 consecutive sessions. The templates here follow that pattern.
Should articulation goals progress through levels?
Most do: isolation or syllable, then word, phrase, sentence, and conversation. Writing the current level into the goal and using short-term objectives for the next levels keeps the goal measurable all year.
How do I document Medicaid-billable sessions?
Session notes need the date, time, service, and the student's response to treatment. IEP Atlas Pro keeps a service log with minutes and session data in your account; check your district's documentation rules.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.