SLK Curriculum Planning Tool

Sample Goal:

By the end of the reporting period, ____ will improve social awareness and engagement skills by achieving at least a 4 out of 5 on the following rubric as evaluated by the (speech-language pathologist/teacher/parent) over the previous two weeks.

Sample Goal:

By the end of the reporting period, ____ will improve social understanding and responding skills by achieving at least a 4 out of 5 on the following rubric as evaluated by the (speech-language pathologist/teacher/parent) over the previous two weeks.

Sample Goal:

By the end of the reporting period, ____ will improve social participation and interaction by achieving at least a 4 out of 5 on the following rubric as evaluated by the (speech-language pathologist/teacher/parent) over the previous two weeks.

Sample Goal:

By the end of the reporting period, _______ will spontaneously speak words to interact with others at least five times during a 10-minute play interaction on three consecutive data collection days.

Sample Goal:

By the end of the report period, during a 10-minute activity, _________ will spontaneously produce at least 10 consonant-vowel (CV), vowel-consonant (VC), and consonant-vowel-consonant (CVC) words with verbal prompting (e.g. “what do you need”) as needed (speech sound errors or replacements are acceptable as long as the sounds are attempted).

Sample Goal:

By the end of the reporting period, during a 10-minute interaction with an adult, _______ will produce five 2-word combinations, either in imitation or spontaneously produced, with models and prompts from the adult as needed.

Sample Goal:

By the end of the reporting period, _________ will spontaneously communicate using at least 5 different gestalts (words, phrases, sentences, songs, or scripts) during a 10-minute play activity in the therapy room.

Sample Goal:

By the end of the reporting period, ____________ will spontaneously communicate using at least 5 different shortened gestalts (a shorter part of a larger script/gestalt) or a gestalt made up of pieces of other gestalts (ex: "let's go..." + "to the store") during a 10-minute play activity in the therapy room.

Sample Goal:

By the end of the reporting period, _______ will spontaneously communicate using at least 5 different single words or 2-word combinations during a 10-minute play activity in the therapy room.

Sample Goal:

By the end of the reporting period, during 10-minutes of interaction with the therapist (who is modeling AAC use), _______ will spontaneously use the AAC device to communicate a want, need, or idea at least ___ times.

(You should include the number of times that you think this child will be able to communicate spontaneously after the specified amount of therapy)

Sample Goal:

By the end of the reporting period, during a 10-minute interaction with the therapist (who is modeling AAC use), _______ will spontaneously use alternative and augmentative communication (AAC) or spoken speech to express at least _(number)_ different communicative intents (examples: rejection/cessation, recurrence, actions, attributes, possession, location, self-advocacy).

(You should specify a number of different communication types for goal)

Sample Goal:

By the end of the reporting period, _______ will correctly produce early-developing speech sounds (/b, n, m, p, h, w, d/ and vowels) in structured conversational tasks (e.g., retelling a simple story or providing a short response to a question/prompt) with 80% accuracy across three consecutive sessions.

Sample Goal:

By the end of the reporting period, _________ will correctly produce mid-developing speech sounds (/ɡ, k, f, t, ŋ ("ng"), "y"/) in structured conversational tasks (e.g., retelling a simple story or providing a short response to a question/prompt) with 80% accuracy across three consecutive sessions.

Sample Goal:

By the end of the reporting period, __________ will correctly produce later-developing speech sounds (/v, ʤ ("j"), s, ʧ ("ch"), l, ʃ ("sh"), z, /r/, “th” (voiced and voiceless), ʒ ("zh" as in "measure")/ and consonant clusters) in structured conversational tasks (e.g., retelling a simple story or providing a short response to a question/prompt) with 80% accuracy across three consecutive sessions.

(You only need to include the sounds that the individual needs to work on)

Sample Goal:

By the end of the reporting period, _________ will eliminate initial consonant deletion, final consonant deletion, and unstressed syllable deletion in conversational speech, producing complete words with all expected sounds (sound substitutions are acceptable as long as all sounds are represented) with fewer than 5 errors in 10 minutes of conversation, as measured by clinician observation and data collection.

(You only need to include the processes that the individual needs to work on)

Sample Goal:

By the end of the reporting period, __________ will eliminate velar fronting, backing, stopping of fricatives, and cluster reduction in conversational speech with fewer than 5 errors in 10 minutes of conversation, as measured by clinician observation and data collection.

(You only need to include the processes that the individual needs to work on)

Sample Goal:

By the end of the reporting period, __________ will eliminate gliding of liquids, prevocalic voicing, and postvocalic devoicing in conversational speech with fewer than 5 errors in 10 minutes of conversation, as measured by clinician observation and data collection.

(You only need to include the processes that the individual needs to work on)

Sample Goal:

By the end of the reporting period, _____ will demonstrate increased stimulability for targeted phonological patterns across multiple cycles, showing emerging use in spontaneous productions.

Sample Goal:

By the end of the reporting period, _____ will produce targeted secondary patterns (clusters, liquids) with increased accuracy and generalization across cycles.

Sample Goal:

By the end of the reporting period, _____ will demonstrate generalization of targeted patterns to conversational speech with improved overall intelligibility.

Sample Goal:

By the end of the reporting period, given multisensory cues and verbal models, ________ will accurately produce CV, VC, and CVC word structures at least 30 times within a 15-minute play-based session in 80% of opportunities across three consecutive sessions.

Sample Goal:

By the end of the reporting period, given verbal models and multisensory cues, __________ will accurately produce expanded word structures (CVCV, CCVC) and/or combine CV, VC, and CVC words into two- to three-word utterances at least 30 times within a 15-minute play-based session across three consecutive sessions.

Sample Goal:

By the end of the reporting period, __________ will improve speech intelligibility and fluidity by achieving at least a 4 out of 5 on the following rubric, as measured by the classroom teacher.

Sample Goal:

By the end of the reporting period, ________ will use intentional overarticulation (exaggerated speech clarity) when speaking single sentences when prompted during therapy on 80% of opportunities.

Sample Goal:

By the end of the reporting period, _________ Student will overarticulate (properly and precisely pronounce every sound) in conversation when he receives a visual signal from the therapist on 80% of opportunities.

Sample Goal:

By the end of the reporting period, During ten minutes of unstructured conversation in a natural setting, __________ will achieve a score of 4 or higher on the intelligibility and breakdown repair rubric below, as rated by the speech-language pathologist, on three consecutive data collection days.

Sample Goal:

By the end of the reporting period, given visual and verbal cues, _________ will follow 1- and 2-step directions containing basic spatial and action concepts (e.g., "Put the block in the box, then clap your hands") with 80% accuracy across three consecutive sessions.

Sample Goal:

By the end of the reporting period, given verbal instructions without visual supports, ________ will follow multi-step and non-routine directions (e.g., "Before you color the picture, put your name at the top and fold the paper in half") with 80% accuracy across three consecutive sessions.

Sample Goal:

By the end of the reporting period, given verbal instructions in a natural setting, ______________ will follow multi-step directions related to classroom activities and real-life tasks (e.g., "Get your notebook, write the date at the top, and copy the first sentence from the board") with 80% accuracy across three consecutive sessions.

Sample Goal:

By the end of the reporting period, given visual or verbal prompts, ________ will accurately sequence and verbally retell the steps of a familiar task (e.g., brushing teeth, making a sandwich) in the correct order using transition words (first, next, last) in 80% of opportunities across three consecutive sessions.

Sample Goal:

By the end of the reporting period, given visual or verbal prompts, _________ will accurately retell a past event (e.g., what they did over the weekend) using a clear beginning, middle, and end, while providing necessary details and sequencing words (first, then, last) in 80% of opportunities across three consecutive sessions.

Sample Goal:

By the end of the reporting period, given verbal or written prompts, ____________ will accurately retell a narrative or academic event (e.g., summarizing a story, explaining a science experiment) using a clear structure, appropriate sequencing, and temporal concepts (e.g., before, during, after) in 80% of opportunities across three consecutive sessions.

Sample Goal:

By the end of the reporting period, _____ will identify if a statement from a story or short scenario is literal or nonliteral with 80% accuracy.

Sample Goal:

By the end of the reporting period, __________ will correctly explain the nonliteral meaning of an idiom, simile, or metaphor that was presented in context (within a story or short scenario) on 80% of observed opportunities across three data collection days.

Sample Goal:

In Text:
By the end of the reporting period, after reading a text, ______________________ will make an appropriate inference from the text and refer to details and examples in the text when explaining how he/she drew that inference on four of five observed opportunities.

Social Inferencing:
By the end of the reporting period, after reading, watching, or hearing a description of a social scenario (some including sarcasm), ______________________ will use social cues plus background information to make an appropriate inference of what has happened or is happening on four of five observed opportunities.

Sample Goal:

By the end of the reporting period, ________ will demonstrate functional use of core vocabulary for communication by achieving a 4 or 5 on the following rubric, as measured by parents/caregivers/teachers.

5 - Mastery: Has a word or phrase for everything they need and consistently uses words to communicate wants, needs, and observations in various contexts. Uses at least 100+ words and begins combining words into simple phrases.

4 - Proficient: Uses words effectively to express wants and needs and labels familiar objects, actions, and people. Vocabulary includes 50-100 words, with some two-word combinations emerging.

3 - Developing: Has a growing vocabulary of 25-50 words, using labels for common objects and actions. Can express some basic wants and needs with words but still relies on gestures at times.

2 - Emerging: Uses 10-25 words, mostly for basic requests (e.g., “more,” “up,” “go”) or labeling a few familiar objects. Heavily relies on gestures or sounds for communication.

1 - Beginning: Has fewer than 10 words and relies primarily on gestures, vocalizations, or nonverbal communication to express wants and needs. May imitate sounds but does not yet use words meaningfully.

Sample Goal:

By the end of the reporting period, ____________ will expand their vocabulary by using a variety of words to describe, categorize, and express ideas by achieving a 4 or 5 on the following rubric, as measured by the classroom teacher.

5 - Mastery: Uses a wide variety of words across different categories (e.g., actions, emotions, descriptors) and can describe objects, events, and ideas in detail. Consistently uses synonyms and more specific vocabulary instead of generic words (e.g., "gigantic" instead of "big").

4 - Proficient: Uses a broad vocabulary to describe and categorize items, including some precise words for actions and emotions (e.g., “exhausted” instead of “tired”).

3 - Developing: Has an expanding vocabulary including around 75-150 words, covering common categories like animals, food, transportation, and emotions. Can describe familiar objects with some detail and uses more than one word to express ideas (e.g., “big red truck” instead of just “truck”). Uses simple sentences but relies on basic, familiar words.

2 - Emerging: Uses 50-75 words, mainly for familiar nouns, verbs, and simple adjectives. Struggles to find precise words and often repeats the same basic vocabulary. Needs prompting to describe objects or explain ideas.

1 - Beginning: Uses fewer than 50 words, mostly relying on common nouns and a few verbs (e.g., "go," "eat"). Struggles to name new objects or actions without direct prompting. Often resorts to gestures or general words like “that” instead of specific vocabulary.

Sample Goal:

By the end of the reporting period, given a newly introduced curriculum-related word, ________ will apply multiple word-learning strategies (e.g., analyzing affixes, using context clues, identifying synonyms/antonyms, and recognizing multiple meanings) to determine and explain the word’s meaning, by achieving a 4 or 5 on the following rubric as measured by the classroom teacher.

5 - Mastery: Independently applies multiple strategies (morphology, context clues, synonyms/antonyms, multiple meanings) to determine word meaning and provides a well-explained definition using academic language. Can confidently use the word in a sentence and explain how they figured it out.

4 - Proficient: Uses two or more strategies to determine word meaning with minimal support. Can explain their reasoning and use the word in a meaningful sentence, though explanations may lack full academic depth.

3 - Developing: Uses at least one strategy (e.g., breaking the word into parts, using context clues) but needs prompting to apply additional strategies. Provides a general idea of the word’s meaning but may struggle with accurate word use.

2 - Emerging: Recognizes the word as unfamiliar and attempts a strategy (e.g., guessing based on prior knowledge) but needs moderate prompting to apply effective word-learning techniques. Struggles to explain their reasoning.

1 - Beginning: Has difficulty identifying or analyzing new words independently. Needs maximum support to apply strategies and determine meaning. Often guesses without using a structured approach.

Sample Goal:

By the end of the reporting period, given structured tasks focusing on one question type at a time, _________ will accurately answer yes/no and wh- questions (who, what, where, when, why, how, which) with 80% accuracy across three consecutive sessions.

Sample Goal:

By the end of the reporting period, during a 15-minute conversation with the therapist, _______ will accurately answer and ask a variety of yes/no and wh- questions at least 10 times across three consecutive sessions.

Sample Goal:

By the end of the reporting period, ________ will produce simple, grammatically correct sentences in conversational speech, making no more than 5 grammatical errors within a 10-minute conversation in the therapy room on three consecutive data collection days.

Sample Goal:

By the end of the reporting period, given visual or verbal prompts as needed, ____________ will produce grammatically correct compound and complex sentences in structured conversation and storytelling, demonstrating correct verb tense, subject-verb agreement, and appropriate conjunction use, with no more than 3 errors in a 10-minute interaction, across three consecutive sessions.

Sample Goal:

By the end of the reporting period, given minimal verbal or visual prompts, _________ will demonstrate mastery of advanced grammar and syntax in both spoken and written language, by achieving a 4 or 5 on the following rubric as measured by the classroom teacher.

5 - Mastery: Uses complex sentences, advanced grammatical structures, and varied sentence types with 0-1 errors. Demonstrates ability to revise and refine sentences for clarity, meaning, and style independently.

4 - Proficient: Uses complex sentence structures and advanced grammar with 2-3 errors. Can self-correct most mistakes and shows strong sentence variety and cohesion.

3 - Developing: Produces complex sentences but with 4-5 errors. Some errors impact clarity, and self-correction is inconsistent. Sentence structure may still be repetitive or awkward at times.

2 - Emerging: Uses some complex structures but relies heavily on simple sentences. Makes 6-7 errors that affect clarity and meaning. Requires moderate prompting to revise grammar.

1 - Beginning: Struggles with complex sentence formation and makes 8+ errors. Sentences may be disorganized, with frequent run-ons or fragments. Requires significant support to revise and correct grammar.

Sample Goal:

By the end of the reporting period, ________ will demonstrate foundational literacy skills that indicate a readiness for formal literacy instruction by achieving at least a 4 out of 5 on the following rubric as graded by the classroom teacher over the preceding two weeks:

5 – Strongly Ready: The individual shows strong phonological awareness (e.g., blends and segments sounds, identifies rhymes), understands that print carries meaning, tracks print left to right, recognizes many letters, and engages appropriately with books. They can retell a familiar story with a clear beginning, middle, and end.

4 – Ready: The individual identifies rhyming words and some beginning sounds, can blend or segment simple words with minimal support, understands that print represents spoken language, handles books appropriately, and recognizes some letters. They can generally retell a familiar story with at least two parts (e.g., beginning and end), though the sequence may be incomplete or inconsistent.

3 – Emerging Readiness The individual shows some awareness of sounds in words (e.g., noticing rhyme or initial sounds) but struggles with manipulating sounds (e.g. blending and segmentation). They show interest in books and may recognize that print has meaning but inconsistently track or engage with text. They may describe one or two parts of a story but lack clear understanding of full story structure.

2 – Limited Readiness The individual occasionally notices sounds or rhymes but is unable to manipulate them. They may flip through books or look at pictures but lack understanding of print direction or purpose. Story recall is minimal or disorganized, with no clear beginning, middle, or end structure.

1 – Not Yet Ready The individual does not demonstrate awareness of sound patterns, shows little interest in books or how print works, and is not yet identifying or retelling any parts of a story. Foundational literacy concepts have not yet developed.

Sample Goal:

By the end of the reporting period, ________ will demonstrate understanding and use of a variety of discourse structures in both spoken and written language by achieving at least a 4 out of 5 on the following rubric as graded by the classroom teacher over the preceding two weeks:

5 – Mastery: Demonstrates consistent, independent use of a variety of discourse structures across both spoken and written language. Narratives are coherent and well-structured with a clear beginning, middle, and end. Informational language includes clearly stated main ideas supported by relevant details. Opinions are expressed with clear reasoning and supporting evidence. These forms are used flexibly and purposefully in both conversation and writing.

4 – Proficient: Effectively uses narrative, informational, and opinion discourse in spoken language, with emerging consistency in written communication. Storytelling follows a logical sequence with some detail. Main ideas and supporting details are typically present when sharing information. Opinions are expressed clearly with basic justification. Written forms show developing organization but may lack clarity or full elaboration.

3 – Developing: Demonstrates emerging use of multiple discourse structures in spoken language, though performance may be inconsistent or incomplete. Narratives may have basic structure but limited detail or clarity. Informational content may include isolated facts without a clear main idea or organized structure. Opinions may be stated without support. Attempts at written discourse are present but minimal or disorganized.

2 – Beginning: Uses some discourse forms in spoken communication, but structure and clarity are limited. Narratives may be difficult to follow or missing key parts. Informational content may be vague or disconnected. Opinions may be expressed but without explanation. Written attempts are rare or lack recognizable structure.

1 – Emerging: Shows minimal use or understanding of distinct discourse structures in either spoken or written form. Communication lacks organization and purpose. Narratives, information sharing, and opinions may be present as isolated ideas without clear structure or intent. Written expression is not yet developed in these areas.

Sample Goal:

By the end of the reporting period, ________ will demonstrate ability to use critical thinking and reasoning skills in reading and writing tasks by achieving at least a 4 out of 5 on the following rubric as graded by the classroom teacher over the preceding two weeks:

5 – Mastery: Consistently applies critical thinking skills to both reading and writing tasks. Demonstrates deep understanding of texts by making inferences, interpreting abstract language, and identifying author’s purpose or perspective. Written responses are well-organized, clearly reasoned, and supported with relevant evidence or examples.

4 – Proficient: Effectively applies critical thinking to interpret and respond to texts. Shows understanding beyond basic comprehension by recognizing implied meaning or author intent. Writing is mostly organized and communicates ideas with some reasoning and support, though depth or clarity may vary.

3 – Developing: Shows emerging use of critical thinking when engaging with texts. Understands the general message but struggles to interpret deeper meaning or connect ideas. Written responses include basic ideas that are somewhat related to the text but may lack organization, reasoning, or support.

2 – Beginning: Applies limited critical thinking to reading and writing. Responses tend to be literal, with minimal interpretation or reflection. Written work may be unclear, unorganized, or lacking in logical development and supporting ideas.

1 – Emerging: Critical thinking skills are not yet evident in reading or writing tasks. Struggles to identify key ideas, make meaning from text, or express related thoughts in writing. Responses are minimal, off-topic, or absent.

Sample Goal:

By the end of the reporting period, _________ will demonstrate compliance with vocal hygiene measures in daily life by following healthy vocal habits by achieving a 4 or higher on the following rubric, as measured by teacher or caregiver.

5 - Always: Consistently follows all vocal hygiene recommendations throughout the day, including maintaining hydration, avoiding vocally abusive behaviors, and using healthy voice strategies independently.

4 - Most of the Time: Follows vocal hygiene recommendations most of the time, with only occasional lapses in hydration or vocal misuse, and self-corrects when reminded.

3 - Sometimes: Inconsistently follows vocal hygiene recommendations, showing awareness but requiring frequent reminders to stay hydrated and avoid vocally abusive behaviors.

2 - Rarely: Seldom follows vocal hygiene recommendations, frequently engaging in vocally abusive behaviors and needing significant prompting to use healthy voice strategies.

1 - Never: Does not follow vocal hygiene recommendations, consistently engaging in vocally abusive behaviors and disregarding strategies for maintaining vocal health.

Sample Goal:

By the end of the reporting period, _________ will engage in a 10-minute conversation on a familiar topic, demonstrating controlled breath support by using diaphragmatic breathing with no more than two incidents of disrupted breathing patterns (e.g., breathing mid-sentence, shallow or tension-filled breaths) as measured by the speech-language pathologist on 3 consecutive data collection days.

Sample Goal:

By the end of the reporting period, _________ will demonstrate self-monitoring of healthy voice strategies by achieving at least a 4 out of 5 on the following self-rating scale over the preceding two weeks.

Sample Goal:

Client will independently use easy onset and yawn-sigh techniques to reduce vocal strain during structured conversational speech, demonstrating correct technique in 85% of opportunities on 3 out of 4 data collection days.

Sample Goal:

Client will independently use frontal focus resonance during 10 minutes of conversation, maintaining proper resonance with no more than 3 occurrences of laryngeal focus or tension, on 3 out of 4 data collection days.

Sample Goal:

Client will demonstrate control of pitch, loudness, and vocal endurance by maintaining a natural and sustainable vocal quality during 10 minutes of conversation with no signs of vocal fatigue or strain on 3 out of 4 data collection days.

Sample Goal:

By the end of the reporting period, _________ will be able to discriminate between appropriate oral resonance and hypernasality during speech after listening to a speaker (live or recorded) 85% of the time independently on 3 out of 4 data collection days.

Sample Goal:

By the end of the reporting period, _____________ will use oral resonance when reading aloud independently 80% of the time with no more than 2 cues on 3 out of 4 data collection days.

Sample Goal:

By the end of the reporting period, ________ will demonstrate correct oral airflow in daily communication, by achieving a 4 or higher on the following rubric as measured by classroom teacher or speech-language pathologist.

5 - Always: Client consistently uses correct oral airflow throughout the entire day, with no noticeable hypernasality or nasal emission in any speaking situation.

4 - Most of the Time: Client uses correct oral airflow in the majority of speaking situations, with only occasional instances of hypernasality or nasal emission, and self-corrects when reminded.

3 - Sometimes: Client inconsistently uses correct oral airflow, showing awareness but requiring frequent reminders or cues to adjust speech.

2 - Rarely: Client demonstrates correct oral airflow in only a few instances, frequently using hypernasal speech or nasal emission, and needing significant prompting.

1 - Never: Client does not demonstrate correct oral airflow and consistently produces hypernasal speech or nasal emission without making corrections.

Sample Goal:

By the end of the reporting period, _________ will identify and describe pitch, rate, and volume in recorded or live environmental sounds, using at least two words to describe each sound (e.g., "high and loud," "soft and slow") in 8 out of 10 opportunities on 3 out of 4 data collection days.

Sample Goal:

By the end of the reporting period, _____________ will independently demonstrate expected prosody (i.e., appropriate pitch, rate, and volume) in phrases and sentences with 8 out of 10 accuracy on 3 out of 4 data collection days.

Sample Goal:

By the end of the reporting period, ________ will independently use expected prosody (i.e., pitch, rate, and volume) during spontaneous conversation 85% of the time on 3 out of 4 data collection days.

Sample Goal:

By the end of the reporting period, given natural opportunities in play or structured interactions, _________ will respond to others by acknowledging greetings, turning when their name is called, or demonstrating joint attention at least 5 times during a 10-minute interaction.

Sample Goal:

By the end of the reporting period, given structured opportunities and adult support as needed, ___________ will engage in a short interaction with a peer, maintaining appropriate proximity and participating in at least 4 reciprocal conversational turns in 4 out of 5 opportunities.

Sample Goal:

** For this skill, select one of the perspective-taking goals from the link below. There are many different types of perspective-taking skills so you will want to choose the one that is most appropriate for the individual you are working with.

Sample Goal:

By the end of the reporting period, ________ will increase spoken communication in the classroom by achieving at least a 3 out of 5 on the following rubric scale as reported by her classroom teacher:

Rubric Scale: Over the past two weeks in the classroom, the student...

1 = Did not speak or communicate in other ways (pointing, gesturing, making sounds)

2 = Did not speak but did communicate in other ways (pointing, gesturing, making sounds)

3 = Spoke every once in a while and also communicated in other ways

4 = Sometimes spoke to participate in school/social activities, but not often

5 = Spoke frequently in the classroom, enough to participate in many school and social activities

Sample Goal:

By the end of the reporting period, __________ will work with trusted adults to identify three reasons for them to speak to others and three relaxation techniques that can be used to self-calm during anxious moments. *Note: Client will not be required to speak to participate in these activities. The client will be allowed to identify these strategies with pointing, gesturing, and nodding/shaking head (for yes/no questions) if needed.

Sample Goal:

By the end of the reporting period, ________ will increase spoken communication in the classroom by achieving at least a 4 out of 5 on the following rubric scale as reported by her classroom teacher:

Rubric Scale: Over the past two weeks in the classroom, the student...

1 = Did not speak or communicate in other ways (pointing, gesturing, making sounds)

2 = Did not speak but did communicate in other ways (pointing, gesturing, making sounds)

3 = Spoke every once in a while and also communicated in other ways

4 = Sometimes spoke to participate in school/social activities, but not often

5 = Spoke frequently in the classroom, enough to participate in many school and social activities

Sample Goal:

By the end of the reporting period, during a 20-minute observation in the classroom (or select another setting), _______ will communicate ______ by using language (speech, sign language, or AAC) while refraining from using inappropriate behaviors (insert example behaviors here) on four of five observed opportunities (in this case, an observed opportunity includes when Client seems to want/need to __________).

EXAMPLE:

During a 20-minute observation in the classroom, Client will communicate that he wants to escape an activity by using language (speech, sign language, or “break card” visual) while refraining from using inappropriate behaviors (ex: crying or hitting) on four of five observed opportunities (in this case, an observed opportunity includes any time Client tries to escape an activity).

Sample Goal:

By the end of the reporting period, given visual supports, modeling, and structured opportunities, _________ will identify and label their own emotions using appropriate emotional vocabulary and select a coping strategy to regulate their emotions in 4 out of 5 opportunities across three consecutive sessions.

Sample Goal:

By the end of the reporting period, ________ will demonstrate self-advocacy skills by achieving at least a 4 out of 5 on the follow rubric, as rated by the classroom teacher:

Over the past two weeks, how often has this student advocated for their needs by speaking up to make choices, ask for help, ask for clarification, or indicate that they don't want/like something?

5 = Often, and without needing reminders or prompts

4 = Most of the time but occasionally needed reminders or prompts

3 = About half of the time, with reminders and prompts

2 = Occasionally, but required many reminders and prompts to do so

1 = Very rarely or never, even with reminders and prompts

Sample Goal:

By the end of the reporting period, given verbal or visual prompts as needed, _______ will initiate an interaction with a peer and/or respond to a peer at least 10 times during a 10-minute structured or naturalistic interaction in 4 out of 5 opportunities across three consecutive sessions.

Sample Goal:

By the end of the reporting period, given structured opportunities and adult support as needed, ____________ will engage in a 10-minute conversation with a peer, maintaining the topic and contributing at least 4 reciprocal exchanges per topic in 4 out of 5 opportunities across three consecutive sessions.

Sample Goal:

By the end of the reporting period, _________ will demonstrate the ability to navigate complex conversations by achieving at least a 4 out of 5 on the follow rubric, as rated by the classroom teacher:

Over the past two weeks, which of the below best describes how well has this student navigated complex conversations?

5 – Confident and Independent: Confidently and easily navigates complex conversations in a variety of situations, even when those interactions involve disagreements, communication breakdowns, or the need to advocate for oneself. Requires little to no support in daily conversations with others.

4 – Mostly Confident with Occasional Support: Demonstrates confidence in most conversations, including moderately challenging ones. Can generally manage disagreements, clarify misunderstandings, or speak up for personal needs with minimal prompting. Occasionally needs support in unfamiliar or emotionally charged situations.

3 – Emerging Confidence, Needs Support: Participates in complex conversations but may show hesitation or require moderate adult support to navigate disagreements, advocate for self, or repair misunderstandings. May rely on prompts or modeling in unfamiliar situations.

2 – Reluctant or Inconsistent: Avoids or struggles with complex conversations. May respond minimally or shut down during disagreements or misunderstandings. Needs frequent adult scaffolding to participate or advocate for self.

1 – Avoidant or Dependent: Rarely engages in complex conversations, even with significant support. Does not attempt to repair breakdowns, resolve disagreements, or express needs independently. Relies entirely on adult facilitation or avoids interaction altogether.

Sample Goal:

By the end of the reporting period, _______ will engage in a 10-minute conversation on a familiar topic, demonstrating controlled breath support by using diaphragmatic breathing with no more than two incidents of disrupted breathing patterns (e.g., breathing mid-sentence, shallow or tension-filled breaths) as measured by the speech-language pathologist on 3 consecutive data collection days.

Sample Goal:

By the end of the reporting period, __________ will demonstrate increased self-awareness and coping skills related to stuttering by:

(a) accurately identifying and describing personal stuttering patterns and triggers across two sessions, and

(b) participating in guided activities targeting at least four evidence-based strategies for managing emotional reactions to stuttering (cognitive restructuring, desensitization, self-disclosure, and counseling/support), as measured by clinician data and student self-report.

Sample Goal:

By the end of the reporting period, _________ will demonstrate self-monitoring and carry-over of fluency strategies by achieving at least a 4 out of 5 on the following self-rating scale over the preceding two weeks.

Self-Rating Scale: Over the past two weeks…

5 – Consistently Confident & Flexible: I consistently used fluency strategies in real-world situations, adjusted my speech when needed, and felt confident communicating—even when I stuttered.

4 – Mostly Confident: I used my strategies in most situations, felt comfortable speaking, and adjusted when I noticed tension—but occasionally forgot strategies or avoided a situation before catching myself.

3 – Growing Awareness: I know my fluency strategies and sometimes used them, but often realized afterward that I didn’t apply them or relied on one tool too heavily. I’m becoming more aware of my triggers and reactions.

2 – Inconsistent Use: I’ve learned some fluency strategies but rarely remembered to use them in the moment. I often noticed tension, frustration, or avoidance before remembering to use a strategy.

1 – Not Yet Using Tools: I didn’t think much about fluency strategies during or after speaking. I sometimes avoided talking or became overwhelmed, but I’m open to learning more.

Sample Goal:

By the end of the reporting period, _______ will improve word retrieval skills by completing semantic word association activities in the therapy setting on 4 out of 5 opportunities.

**Examples: naming 10 items from a category, filling in a blank to finish a phrase (ex: “A pair of ___”), providing a word based on a definition, listing 5 items required for a given task (like brushing your teeth), and providing a synonym and an antonym for a given word.

Sample Goal:

By the end of the reporting period, _______ will improve word retrieval skills by completing phonological awareness activities in the therapy setting on 4 out of 5 opportunities.

Examples: counting the number of syllables in a given word (syllabification), counting the number of sounds in a word (sound segmentation), generating rhyming words for a given target, and creating a mental image of the word by visualizing both the picture and the spoken word (imagery).

Sample Goal:

By the end of the reporting period, during a 10-minute conversational sample in the therapy room, __________ will demonstrate appropriate word-finding skills by using no more than 3 filler words during the sample on three consecutive data collection days.

Sample Goal:

Phase 1: Environmental Modifications and Parent Training:

By the end of the reporting period, _______ will participate in at least 10 minutes of conversation with a therapist or parent/caregiver when indirect fluency strategies are being used on 4 out of 5 observed opportunities (examples: slow speech, stretchy speech, indirect statements, and undivided attention).

Phase 2: Fast/Slow, Bumpy/Smooth

By the end of the reporting period, _________ will independently demonstrate fast and slow speech, as well as bumpy and smooth speech, in their own speech during structured activities with at least 80% accuracy.

Sample Goal:

By the end of the reporting period, _______ will independently use fluency shaping strategies in structured conversation when prompted on 4 of 5 observed opportunities (Examples: easy onset, slow rate, light articulatory contact, prolongation, continuous phonation).

Sample Goal:

By the end of the reporting period, __________ will demonstrate the ability to independently use stuttering modification strategies (as needed) during 4 out of 5 structured conversation tasks in the therapy room with zero clinician prompts.

Sample Goal:

1. Understanding Cluttering: When prompted, _________ will provide a brief definition of cluttering (such as "when you speak too fast and your speech gets hard to understand") and demonstrate how one can slow down their speech to make it more clear on 2 consecutive data collection days. (*Note: speech does not have to be significantly more clear at this stage, we just want them to try to slow it down a little. The next phases of therapy will specifically target increasing intelligibility.)
2. Learning and Practicing Specific Strategies for Slowing Rate and Increasing Intelligibility: By the end of the reporting period, _______ will practice and demonstrate each of the following cluttering strategies during structured therapy tasks on 80% of observed opportunities:
3. 1. Adding pauses to slow down the perceived rate of speech
   2. Over-articulating (or over-exaggerating the pronunciation of speech sounds) in single words, phrases, and sentences, including with multi-syllabic words
   3. Over-emphasizing the endings of words in single words, phrases, and sentences
   4. Adding emphasis to key words in a sentence by making them louder and longer than other words
   5. Maintaining consistent volume through the duration of speech

Sample Goal:

By the end of the reporting period, _______ will identify at least three signs that a listener does not understand and will demonstrate the use of slow, clear speech strategies in practice scenarios to repair the communication breakdown in 4 out of 5 opportunities.

Sample Goal:

By the end of the reporting period, during ten minutes of unstructured conversation in a natural setting, _________ will use slow, clear speech strategies as needed and achieve a score of 4 or higher on the intelligibility and breakdown repair rubric below, as rated by the speech-language pathologist, on three consecutive data collection days.

Rubric:

• 5 = Speech was consistently slow and clear, with almost everything easily understood. If a rare misunderstanding occurred, the student independently slowed down and clarified without prompting.
• 4 = Much of the student’s speech was slow and clear. When unclear, the student recognized signs of confusion (e.g., listener facial expression, request for repetition) and effectively slowed rate and clarified.
• 3 = About half of the student’s speech was slow and clear. The student occasionally attempted to slow down or clarify when prompted or when confusion was obvious, but not consistently or effectively.
• 2 = Less than half of the student’s speech was slow and clear. The student rarely slowed down or responded to communication breakdowns, even when prompted.
• 1 = Most of the student’s speech was rushed or unclear. The student made no noticeable attempts to slow down or repair communication breakdowns.