{"cookieName":"wBounce","isAggressive":false,"isSitewide":true,"hesitation":"","openAnimation":false,"exitAnimation":false,"timer":"","sensitivity":"","cookieExpire":"","cookieDomain":"","autoFire":"","isAnalyticsEnabled":false}, What is the best gift you ever received? Given a functional symbol (cooking, community, safety, etc. Given a sentence, STUDENT will remember and repeat of increasing length and complexity with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will use the appropriate volume based on the setting with 80% accuracy in 4 out of 5 opportunities. Given 10 common nouns, STUDENT will identify the correct noun by pointing to the appropriate picture with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes subject pronouns (e.g., “I”, “he”, “she”, “you”, “we” “they”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. Given a small group discussion, STUDENT will take turns during the conversation with a peer or an adult with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will identify expected vs. unexpected behaviors across multiple settings with 80% accuracy in 4 out of 5 opportunities. within the school environment 4 out of 5 opportunities to do so. Given a reading passage, STUDENT will independently articulate the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities. I always write following a S.M.A.R.T goal format. Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequence the story including problem and solution with 80% accuracy in 4 out of 5 opportunities. Share Tweet Google Pinterest Mail. Given a phrase or sentence that includes adjectives (e.g., “this”, “that”, “these”, and “those”), STUDENT will answer “yes or no” if the phrase or sentence uses the adjectives accurately with 80% accuracy in 4 out of 5 opportunities. Given an object or picture and a phrase that uses action object form (e.g., “Tie shoe”, “read book“), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will make a statement or ask a question to maintain the topic of conversation with 80% accuracy in 4 out of 5 opportunities. Given knowledge, examples, and video of oneself, STUDENT will identify and name each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities. Given a small group or classroom discussion, STUDENT will demonstrate active listening skills (track the speaker with their eyes, keep mouth and body still and quiet, nodding head to show listening, ask questions and/or make comments, etc.) Given a conversation, STUDENT will look at the speaker, ask questions when appropriate, and not interrupt others with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to tell a story from their past, STUDENT will tell their story with the appropriate number of details and in the right order with 80% accuracy in 4 out of 5 opportunities. Given a hearing amplification system, STUDENT will wear it consistently and transport the teacher unit to all classroom teachers with 80% accuracy in 4 out of 5 opportunities. Given a conversational topic, STUDENT will use the cancellation method to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. Given a story or activity, STUDENT will use sequence words to verbally order a story or activity (e.g., first, next, then, after, last) with 80% accuracy in 4 out of 5 opportunities. Given 3 different categories, STUDENT will correctly sort objects/pictures into each different category with 80% accuracy in 4 out of 5 opportunities. My middle school speech language therapy goal bank will give you ideas for speech therapy student goals, including social skills and conversation. Given an object, picture, or story, STUDENT will say a complete sentence using superlatives (i.e., “That is the best cookie.”) with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will take turns speaking to provide a give and take conversation with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes irregular past tense (e.g., “The boy ran”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities. Given 10 objects or pictures and a verbal description of a word, STUDENT will select the correct object or picture to match the given verbal description with 80% accuracy in 4 out of 5 opportunities. Given a communication partner, STUDENT will point to gain the communication partner’s attention with 80% accuracy in 4 out of 5 opportunities. Respondingto a caregiver’s voice. December edition of the Main Idea, Inferences, Sequencing & Vocabulary for older students. If so,  you’ve come, © COPYRIGHT Speech Therapy Store 2020. Add an ending to make it measurable. Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will maintain appropriate eye contact when speaking to another person 80% accuracy in 4 out of 5 opportunities. Let me know if there are other speech therapy goals and objectives that would be helpful or if you have examples of speech therapy goals. Given a task, STUDENT will listen carefully, gather materials, and begin working quietly with 80% accuracy in 4 out of 5 opportunities. TIPS FOR KEEPING AAC DEVICES OUT AND USED! Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of verbal and nonverbal social cues (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow 3-step directions with 80% accuracy in 4 out of 5 opportunities. Given verbal directions, STUDENT will follow conditional directions (e.g., “If you are wearing a red shirt, stand up.”)with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using past progressive verb tense (i.e., “The girl was running”) with 80% accuracy in 4 out of 5 opportunities. Goal writing can be tricky sometimes, especially when we are trying to figure just how we want to tackle a skill deficit. Given a writing task, STUDENT will vary HIS/HER use of sentence starters to enhance HIS/HER writing with 80% accuracy in 4 out of 5 opportunities. 6. Given 10 common adjectives, STUDENT will identify the correct adjective by pointing to the appropriate picture (size, shape, color, texture) with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes possessive pronouns (e.g., “my/mine”, “his”, “her/hers”, “your/yours”, “our/ours”, “their/theirs”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will use the easy onset technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. Given a group activity, STUDENT will use appropriate volume level for the activity and setting with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to ask a question/comment/describe, STUDENT will include all necessary words in a sentence to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities. Given a time of frustration, STUDENT will independently indicate a break or refuse an undesired item or activity (i.e. Please check out the preview for a closer look of an example worksheet. We only recommend products and services that have tried, trust and love. Given hearing aids, STUDENT will clean and dry ear molds using the appropriate materials (i.e., soap, pipe cleaners, towels) once a week with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will describe the object or picture by stating the function of the item with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will use the slow rate technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. Given two objects, STUDENT will identify the similarities and differences between the objects with 80% accuracy in 4 out of 5 opportunities. Given a conversational partner, STUDENT will maintain a topic for at least 3 conversational turns (e.g., ask partner-focused questions, make comments, etc) with 80% accuracy in 4 out of 5 opportunities. Given 10 words, STUDENT will identify the similarities sounds in the words with 80% accuracy in 4 out of 5 opportunities. Given a two word phrase that calls attention to an object or picture (e.g., “that car”, “her toy”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. Given a make-up or missed assignment, STUDENT will ask the teacher for the make-up or missed assignment with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2 words to show possession of an object (e.g., “Daddy car”) with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given a social situation, STUDENT will identify how others are feeling and identify at least one visual cue that lead them to that conclusion with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given a conversational partner who is busy talking with someone else, STUDENT will wait until the other person is finished speaking, look at the person, get their attention (“Excuse me…”, “Do you have a minute…”) and wait for the person to acknowledge HIM/HER before continuing with 80% accuracy in 4 out of 5 opportunities. Here are some specific goals that can be put into your child’s IEP: 1. Given 10 modeled sentences, STUDENT will use the pull-out method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. Given a story read aloud, STUDENT will select the picture that tells HOW with 80% accuracy in 4 out of 5 opportunities. Given 20 words, STUDENT will use the pull-out method to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. Given a social setting, STUDENT will identify expected and unexpected behaviors in themselves and others with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 objects or pictures and a verbal preposition, STUDENT will point to the correct object or picture with 80% accuracy in 4 out of 5 opportunities. using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given 10 common objects or pictures, STUDENT will verbally label the item with 80% accuracy in 4 out of 5 opportunities. Hello I'm Melissa. Given a need to ask a question, STUDENT will get the person’s attention appropriately, look at the person, use a pleasant tone of voice, use words such as “please”, “would”, “may I”, and listen to the person’s answer with 80% accuracy in 4 out of 5 opportunities. Given a spoken question, STUDENT will select the desired activity using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Ultimately, the goals of an IEP are supposed to be about the student. Given a phrase or sentence that includes past progressive verb tense (e.g., “The man was running”, “The girls were waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense accurately with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 items in a category (e.g., dog, cat, fish, etc. Given a group of objects, STUDENT will count the objects and select the appropriate number of objects (1-10) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given a new person entering or leaving a situation, STUDENT will independently volunteer social greetings and farewells, such as “hi” and “bye” with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will protest using appropriate language with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will advocate for help by appropriately gaining the teacher’s attention, verbally asking for help, using clear and concise sentences with 80% accuracy in 4 out of 5 opportunities. Please feel free to … Given a picture or object to describe, STUDENT will produce all the phonemes in words to reduce the process of reduplication (i.e., when complete or incomplete syllable is repeated “baba” for “bottle”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a wh-question, STUDENT will use2-4 words to answer simple Wh-questions (i.e., who, what, when, where, why, how) with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will independently express HIS/HER wants or needs, such as stop, help, want, need, thirsty, toilet, etc. Given an upsetting situation, STUDENT will express HIS/HER anger with non-aggressive words to describe how HE/SHE feels with 80% accuracy in 4 out of 5 opportunities. “no”, “I don’t want”, “I don’t like”, etc.) Given picture or a short story, STUDENT will explain the meaning of the figurative language and idioms with 80% accuracy in 4 out of 5 opportunities. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with pronoun modifiers (i.e., he, she, him, her, they, them) with 80% accuracy in 4 out of 5 opportunities. Given 2 pictures that represent different meanings of the same word, STUDENT will provide a definition for each with 80% accuracy in 4 out of 5 opportunities. Hi there! Given a social interaction, STUDENT will identify HIS/HER emotion and why HE/SHE is feeling that way with 80% accuracy in 4 out of 5 opportunities. Given a need to ask for help, STUDENT will look at the person, ask if he or she has time to help, clearly describe what kind of help HE/SHE needs with 80% accuracy in 4 out of 5 opportunities. Given 20 words or pictures and a verbal prompt or model, STUDENT will articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. ), STUDENT will match identical symbols given a choice of 4 options wit 80% accuracy in 4 out of 5 opportunities. 4.50. Given an object or picture, STUDENT will use 2-3 word utterances to describe the object or picture with 80% accuracy in 4 out of 5 opportunities. Given a group activity, STUDENT will discuss what goal needs to be achieved with the group, decided HIS/HER role is going to be, accept help or feedback from peers, follow rules, share materials, and give praise to others, for the activity with 80% accuracy in 4 out of 5 opportunities. Given object(s) and a verbal or written prepositions directive, STUDENT will follow the directions and act out the preposition using the given object(s) (e.g., “Put the doll under the table.”) with 80% accuracy in 4 out of 5 opportunities. Given a conversational partner, STUDENT will describe the conversational partner’s emotional responses of HIM/HER when HE/SHE uses expected and unexpected behaviors during a conversation with 80% accuracy in 4 out of 5 opportunities. Given a need or desire, STUDENT will spontaneously communicate HIS/HER needs or desire (e.g., “I need…”, “I want…”) with 80% accuracy in 4 out of 5 opportunities. Given a picture or story, STUDENT will use verbs to tell actions with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes irregular past tense (e.g., “The boy ran”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities. Given warning and a change in routine, STUDENT will identify exactly what is changing, ask questions, remain calm, and explain HIS/HER feelings of concern with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of cluster reduction (i.e., “top” for “stop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a story or activity, STUDENT will sequence the story or activity that includes # parts with 80% accuracy in 4 out of 5 opportunities. 4. Given a communication partner and a communication breakdown, STUDENT will use communication breakdown strategies, such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouth to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will independently answer WH questions by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce age-appropriate consonants /r, l/ instead of /w, j/ in words to reduce the process of gliding (i.e., “wabbit” for “rabbit”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a writing or speaking task, STUDENT will use future-tense verbs (i.g., will drive, will stop, will park) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities. Speech-Language Therapy: Free Materials for Middle School. Given a conversational topic, STUDENT will use the slow rate technique to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. ), function, or number with 80% accuracy in 4 out of 5 opportunities. Given a social interaction, STUDENT will accurately identify another’s perspective with 80% accuracy in 4 out of 5 opportunities. Given augmentative symbols or device, STUDENT will independently navigate to the “home” page with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Conditions of low grades and an object and describing each feature and … Given expected and unexpected behaviors, STUDENT will identify how the expected and unexpected behaviors affect the thoughts and feelings of others with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will describe the object or picture by naming the item, identify attributes (color, size, etc. Announcing Topic Shifts. Given a picture or object to describe, STUDENT will produce all syllables in two-syllable and 3-syllable words to reduce weak syllable deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce age-appropriate bilabial  (i.e., /p, b, m/) and alveolar sounds (i.e., /t, d, n) in words to reduce the process of backing at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a hearing amplification system, STUDENT will recharge it daily at the end of the school day ready for the next school day with 80% accuracy in 4 out of 5 opportunities. Given a want for “more”, STUDENT will use words and/or signs to ask for “more” with 80% accuracy in 4 out of 5 opportunities. Given 10 words, STUDENT will identify the number of sounds in the words with 80% accuracy in 4 out of 5 opportunities. Given a “yes” or “no” question, STUDENT will use words and/or signs to answer the question with “yes” or “no” with 80% accuracy in 4 out of 5 opportunities. Given 10 words, STUDENT will identify the sounds in the words with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 words and an attribute (e.g, color, size, shape, number, texture, etc. Given 15 sentences with fast or slow speech, STUDENT will identify if the clinician’s speech is fast or slow with 80% accuracy in 4 out of 5 opportunities. Given a writing or speaking task, STUDENT will use present progressive-tense verbs (i.g., walking, running, laughing) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities. Given a communication partner and a communication breakdown, STUDENT will repair the communication breakdown using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given an example of their own behavior, STUDENT will identify how their own behavior will affect the thoughts and feelings of others with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will express HIS/HER feeling, such as I am frustrated, sick, happy, etc. Older students, more difficult class schedules, and rare opportunities for true communication between professionals create large gaps in what can and should be a collaborative service delivery model. Category with 80 % accuracy in 4 out of 5 opportunities also choose to play game... 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