Therapy Session IEP goals

• K-2, 3-5, 6-8, 9-12Opportunities

  Use a chosen fluency-shaping strategy in structured speaking tasks

  Fluency-shaping strategies in structured tasks

  By the annual IEP review date, during 10 structured speaking turns with the SLP (such as saying sentences, answering questions, or reading aloud), the student will use To choose for the student: their chosen fluency-shaping strategy (such as easy onset or light articulatory contact) at the start of the speaking turn independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• 3-5, 6-8, 9-12Opportunities

  Use a stuttering-modification strategy during a moment of stuttering

  Stuttering-modification strategies

  By the annual IEP review date, when a moment of stuttering occurs during a structured conversation with the SLP, the student will use a pullout (easing out of the stuttered word) or a cancellation (pausing, then saying the word again with an easier form) during the moment of stuttering 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 35 speech fluency (stuttering) goals

• K-2, 3-5, 6-8, 9-12Percent accuracy

  Use the target vocal behavior in structured speaking tasks

  Target vocal behavior in structured tasks

  By the annual IEP review date, given 10 structured phrases or sentences during a therapy session, the student will produce each phrase or sentence using To choose for the student: the target vocal behavior (such as easy onset or a relaxed voice at the agreed loudness) independently with at least 80% accuracy on phrases and sentences produced with the target vocal behavior, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• K-2, 3-5, 6-8, 9-12Opportunities

  Use the target voice during classroom speaking

  Target vocal behavior in class

  By the annual IEP review date, during class speaking turns (such as answering a question, reading aloud, or partner talk), the student will use To choose for the student: the target voice (such as easy onset and agreed loudness) during the speaking turn independently in at least 4 of 5 opportunities, across 3 consecutive observations, as measured by direct observation collected every two weeks.

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See all 25 voice 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-2Percent accuracy

  Put three pictures in order and tell what happens

  Three-picture sequencing

  By the annual IEP review date, given 10 sets of three picture cards showing a familiar sequence in mixed order, the student will arrange the pictures in order and say what happens in each one independently with at least 80% accuracy on three-picture sequences, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• K-2, 3-5Opportunities

  Narrate a picture sequence using sequence words

  Sequencing with temporal words

  By the annual IEP review date, given a four- to six-picture sequence showing a familiar event, the student will narrate the events in order using at least three different sequence words (such as first, next, then, after that, finally) 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 40 narrative language & retelling 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-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

  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

  Answer wh- questions about a passage read aloud

  Answering wh- questions about a heard passage

  By the annual IEP review date, after listening to a short passage or story read aloud at their listening comprehension level, the student will answer wh- questions about the passage aloud, in writing, or by pointing to a picture choice independently with at least 80% accuracy on questions, 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

• K-2, 3-5, 6-8, 9-12Opportunities

  Ask for clarification when a message is unclear

  Requesting clarification as a listener

  By the annual IEP review date, when a direction or message is unclear, incomplete, or too fast during a structured barrier activity, the student will ask for clarification by naming what was unclear (such as "Which one?", "Can you say that slower?", "What does ___ mean?") 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 and monthly in class.

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• 3-5, 6-8, 9-12Frequency

  Build on a peer's comment during group discussion

  Contingent contributions in group discussion

  By the annual IEP review date, during a 15-minute small-group discussion about a classroom text or topic, the student will make a contribution that builds on a peer's comment (such as agreeing and adding a reason, asking a follow-up question, or offering a different idea about the same point) independently at least 3 times per 15-minute small-group discussion, across 3 consecutive observed discussions, as measured by frequency recording collected weekly.

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See all 60 pragmatic language goals