Motor Speech (Apraxia & Dysarthria) IEP goals for preschool (ages 3 to 5)
11 of the motor speech (apraxia & dysarthria) templates in the library are written for preschool (ages 3 to 5). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
11 templates · 1 skill · Pre-K · How we write and review goals
Goals by skill
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.
Say two-syllable words like mama and bye-bye
CVCV reduplicated words
By the annual IEP review date, given 10 reduplicated two-syllable words (such as "mama", "booboo", "bye-bye") presented with pictures in random order, the student will say both syllables of each word with the same consonant and vowel and an even rhythm independently with at least 80% accuracy on reduplicated two-syllable word productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Say core words the same way each time
Consistency across repeated productions
By the annual IEP review date, given 10 high-use core words, each named 3 times in a row from a picture, in a session with no model, the student will say each core word the same way on all 3 tries, with the same sounds and syllables each time independently with at least 70% accuracy on core words said the same way on all 3 tries, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Pair a sign with a spoken word
Multimodal supports: sign with speech
By the annual IEP review date, during snack and play routines with 8 to 10 target words that have a taught sign (such as more, eat, help, all done, play), the student will use the taught sign together with a spoken attempt at the word to request or comment independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
Use practiced words during snack and play
Carryover of practiced words
By the annual IEP review date, during preschool snack, centers, or play, when an opportunity for one of 6 to 8 practiced words comes up naturally, the student will say the practiced word with its practiced syllable shape to request, name, or comment independently in at least 6 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
Preschool motor speech (apraxia & dysarthria) goals are measured inside daily routines rather than with worksheets, and the criteria are small: a few opportunities a day, a handful of steps, short periods of time. Conditions name the routine (circle, centers, snack) so any adult in the room can take the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
What do motor speech (apraxia & dysarthria) goals look like for preschool?
They describe a readiness or developmental skill performed during a classroom routine, with a criterion in opportunities or steps. The support level is written in, since most preschool goals start with prompting and fade it.
How often should preschool goals be measured?
A few opportunities on most days, recorded on a trial or task-analysis sheet. Short, frequent samples match how young children show skills.
Does a preschool IEP need the same parts as a school-age IEP?
Yes. Measurable annual goals, present levels, and progress reporting are required at every age under 34 CFR 300.320. Preschool IEPs may also address participation in appropriate activities rather than the general curriculum.
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