Here are some examples of some great goals this semester. Sometimes looking at other goals help to formulate your own.
Apraxia
Casey wrote:
Goal: By the end of the semester, CHILD will improve intelligibility as evidenced by the accurate production of final /g/ at the single-word level using imitation without cueing with 90% accuracy across three sessions.
Articulation:
| Baseline level of performance: At the beginning of the semester, GIRL produced PR and SPR blends with 77% accuracy as measured by The Entire World of R—Advanced Screening. |
| Goal: By the end of the semester, GIRL will improve her articulation of PR as evidenced by her ability to produce initial PR blends at the word level with 85% accuracy. |
Ashley wrote:
| Baseline level of performance At the beginning of the semester, Child was able to produce 25% of /l/ sounds at word level in isolation. |
| Goal: By the end of the semester, Child will improve her articulation of /l/ as evidenced by her ability to produce initial /l/ at word level with 75% accuracy. |
Grace wrote:
| Baseline level of performance: 22% accuracy for OR initial, indicating that this should be the first target of treatment |
| Goal: By the end of the semester, CHILD will increase her overall speech intelligibility as evidenced by her ability to produce words with OR in initial position at the word level and to self-monitor her progress with 80% production accuracy. |
Following Directions:
Etta wrote the following goal.
| Baseline level of performance: Child struggled to remember the second part of the instruction on the popsicle stick in the previous session, often needing to look at the popsicle stick in 3/5 opportunities. |
| Goal: By the end of the semester, Child will improve his receptive language skills, as evidenced by his ability to independently follow verbally and written 2-step directions in one attempt, allowing for no repetitions, 8/10 times. |
Ashley wrote this
| Baseline level of performance At the beginning of the semester, Child was able to follow two out of four one step directions involving spatial concepts “beside”, “between”, and “behind” with moderate cueing using a sentence strip and a picture board. |
| Goal: By the end of the semester, Child will improve receptive language skills as evidenced by Child’s ability to follow four out of six one-step directions involving spatial concepts “beside”, “between”, and “behind” across two sessions. |
| Baseline level of performance At the beginning of the semester, Child followed 0/4 one-step directions using the rice bucket activity. |
| Goal: By the end of the semester, Child will improve receptive language skills as evidenced by his ability to follow one-step directions 80% of the time across two sessions. |
Expressive Language
Etta wrote:
| Baseline level of performance: During the first session Child was only able to consistently identify the color of the images she was asked to describe. She did not demonstrate an understanding of the concept of group/category (“Is fire truck an animal?” “Fire truck is a red”) and was not able to produce a group or shape independently. When provided with verbal scaffolding and options, she was able to confirm or deny categories. She was most accurate with salient objects (food, specifically french fries). |
| Goal: By the end of the semester, Child will improve her expressive language skills as evidenced by her ability to independently verbalize a category name for a physical object 80% of the time across two sessions. |
| Baseline level of performance: During the first and second sessions Child’s grammar and syntax was notably impaired (“Etta to go fishing”, “What it is?”) in spontaneous speech. |
| Goal: By the end of the semester, Child will improve her expressive language skills as evidenced by her ability to accurately verbalize the phrase, “What is it?”, 80% of the time across two sessions. |
Ashley wrote this
| Baseline level of performance: At the beginning of the semester, Child was able to name three out of five characters and zero out of three settings in a story with verbal and gestural cues. |
| Goal: By the end of the semester, Child will improve narrative development skills as evidenced by her ability to identify two out of three settings in a story. |
| Baseline level of performance At the beginning of the semester, Child was able to verbally describe three out of six objects with two modifiers using an “I see number color object” board with moderate cueing. |
| Goal: By the end of the semester,Child will improve expressive language skills as evidenced by Childs ability to demonstrate understanding of relational meaning in word combinations (numbers and colors) to verbally describe 80% of objects (modifier + object) across three consecutive sessions. |
Reading
Ashley
| Baseline level of performance At the beginning of the semester, Child was able to recognize five out of five sight words (“in”, “on”, “not”, “and”, “go”) with minimal cueing. |
| Goal: By the end of the semester, Child will improve literacy skills as evidenced by her ability to independently recognize ten sight words across three sessions. |
Social Goal
Etta wrote:
| Baseline level of performance: During the first session, Child did not take the appropriate turns for the social greeting she’d worked on over the summer. In the therapy room she was able to participate in the script using the visuals the clinician provided, but read it straight through and did not understand the turn-taking aspect of the interaction, nor did she make eye contact during the interaction. |
| Goal: By the end of the semester, Child will improve her social pragmatic skills as evidenced by her ability to make eye contact during a social greeting script and a school day script at the beginning of each session, when provided with supporting visuals 80% of the time across 3 sessions. |
Ashley wrote:
| Baseline level of performance: At the beginning of the semester, Child transitioned into the therapy room at the developing level as outlined in the transition rubric. |
| Goal:.By the end of the semester, Child will improve emotional regulation skills by transitioning into the therapy room at the “standard” level as outlined in the transition rubric, across three consecutive sessions. |
|
Emerging With prompting and support from clinician and person who brings student to clinic, student comes into room |
Developing With prompts and support from clinician, student will come into the clinic room |
Standard Comes into the therapy room when clinician comes into the waiting room |
Above Standard Greets clinician when she comes into the waiting room and gets up on her own to come into clinic room |
Ashley wrote this:
| Baseline level of performance At the beginning of the semester, Child was able to identify three out of three characters, their feelings, and why in a short video clip of “Jessie” with moderate verbal cueing. |
| Goal: By the end of the semester, Child will improve perspective taking skills as evidenced by her ability to identify characters, their feelings, and why 80% of the time with minimal verbal cueing when watching a short video clip. |
Ashley wrote:
| Baseline level of performance: At the beginning of the semester, Child was able to appropriately rate potential stressors and come up with two strategies to improve the situation 83% of the time. |
| Goal: By the end of the semester, Child will improve emotional regulation skills as evidenced by his ability to accurately rate 90% of given stressors independently in the “A 5 Could Make Me Lose Control” activity across three sessions. |
| Baseline level of performance: At the beginning of semester, an informal assessment revealed that Child’s conversational turns consisted of one or fewer sentences and she did not use follow-up questions, make relevant comments or use appropriate fillers when speaking with her conversation partner. |
| Goal: By the end of the semester, Child will improve her conversational skills as evidenced by her ability to maintain a conversation, of her communication partners choosing, consisting of 5 or more conversational turns made up of relevant comments, follow up questions and appropriate fillers. |
Voice
Grace wrote this:
| Baseline level of performance: CHILD’s average loudness for sustained vowel was 85.14 dB SPL and duration was 9.76 seconds. CHILD required verbal cue 1x to take a large breath before easy onset. Required frequent drinks between trials and reported fatigue at trial 7. |
| Goal: By the end of the semester, CHILD will increase her overall intelligibility as evidenced by her maintaining an average loudness of 85.00 dB SPL and increasing her average duration to 14 seconds using healthy vocal techniques. |
| Baseline level of performance: CHILD reported that she thinks pacing is “sorta” helpful and that it “seems stupid.” She wanted the clinician to know that she was not being disrespectful but rather, she was trying to be honest. Baseline, CHILD does not use pacing in any situation. |
| Goal: By the end of the semester, CHILD will increase her understandability in conversational speech as evidenced by her ability to choose to use a pacing strategy when the audience and the message warrant it 90% of the time. |
| Baseline level of performance: STUDENT expressed interest in completing a long-term project, particularly one involving working with children with special needs. |
| Goal: By the end of the semester, STUDENT will effectively utilize her communication strategies (pacing and increased loudness) as evidenced by her presenting a 10 minute project to an audience about the topic of her choice. |
Some helpful websites for Social Communication Goals
- Jill Kuzma’s site is a wealth of information .https://jillkuzma.wordpress.com/ieptreatment-plan-objective-ideas/
- This is from the National Association of Special Educators. They are not written exactly how I have asked for them, but it will give you some ideas. http://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Goals_Objectives_for_ASD.pdf
- This is more of an article, but it gives good information.http://www.autismsupportnetwork.com/news/iep-social-goals-997825
Thanks, those are great!
I would be interested to see some others’ goals that target Text Talk & story grammar, too, as I have never used either program before and am struggling a bit to write mine. They seem to be difficult to craft, especially if the child will likely only get through one book over the course of the semester (a total of twelve 50 minute sessions)
What you first do is think of what you want to accomplish. What is your goal? Text Talk is just the tool that you are using to get to that goal.
I agree, very helpful! Thank you!
This was helpful, thanks Pat and Casey!