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Parent's Academy › Learning Disabilities › Autism › Speech and Language Goals for Autistic Kids

Speech and Language Goals for Autistic Kids

Stacie bennett.

Speech-Language Pathologist , Trenton , New Jersey

Feb 12, 2022 There are several key developmental areas that speech therapists should be targeting when working with children who are on the autism spectrum.

When I’m at my private speech therapy practice, parents who have a child with autism always bring in their child’s IEP and have me look at the goals and objectives. This usually occurs when their child stops making progress and they are concerned that goals are unattainable or inappropriate for the needs of their kid. 

IEP goals for autism

The goals can be broken down into categories:

• Joint attention
• Social reciprocity (give and take during conversational tasks)
• Language and related cognitive skills
• Behavioral and emotional regulation

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After your IEP meeting, your report should list each goal with a measurable component to it. This means, that at the end of a marking period, trimester, or year, the child should be meeting certain characteristics of that goal.

For example, if the goal is to have your child sit during story time, a short-term goal might be that for 5 minutes of story time three times a week your child will sit and pay attention with moderate verbal or tactile (touch) cues. The long-term goal might be to have your child sit for 20 minutes of story time five times a week with minimal cues. 

IEP Speech and Language Goals

These goals should also be broken up depending on age. A one-year-old is not going to be able to sit for 20 minutes of story time with minimal cues by the end of the school year.

However, a three-year-old should be able to do that goal successfully. Of course, other disabilities or cognitive issues will play a role in how fast your child meets any educational goal that is placed in his/her IEP.

1. Joint Attention

Joint attention is the shared focus of two or more individuals on an object, action, or event. It involves the ability to coordinate attention between oneself, another person, and an object or event in the environment. For example, when a child points to a toy and looks to their parent to share interest, or when two people look at each other while discussing a topic, they engage in joint attention . It is an important skill for social interaction, language development , and learning.

Your child’s IEP can include some or all of these goals:

• Responding to a caregiver’s voice.
• Shifting gaze between people and objects.
• Recognizing and describing emotional states of self and others.
• Commenting to share enjoyment and interests.
• Understanding what others are indicating with gaze and gestures.
• Using emotions of others to guide behavior in social interactions (e.g., selecting topics based on another’s preferences, praising others, sharing empathy).

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2. Social Reciprocity

This is another way to say the give and take in a social interaction. We know how to respond to other people’s interests and responses. Children who are on the spectrum do not have that instinctual notion.

Here are some examples of goals that could be included in the social reciprocity section of an IEP:

• Maintaining interactions by taking turns.
• Initiating bids for interaction.
• Recognizing and attemptin g to repair breakdowns in communication.
• Engaging in topic maintenance (e.g., providing expansion comments).
• Initiating and maintaining conversations that are sensitive to the social context and the interests of others.
• Maintaining conversational exchanges with a balance between comments and requests for information.

3. Language and Related Cognitive Goals

Language and cognition goals are anything that has to do with the understanding and use of the child’s native language. This can also include nonverbal communication, such as gesturing.

Here are some examples of language and cognitive goals:

• Using a range of gestures to share intentions (e.g., giving, showing, waving, pointing),
• Pairing vocalizations with gestures to share intentions,
• Turning pages and pointing to pictures in books,
• Understanding and using more creative combinations of words,
• Understanding sequence of events in stories, attending to beginning and rhyming sounds , and naming alphabet letters,
• Enacting social sequences in a representational manner by incorporating themes or modifications introduced by others (e.g., role-playing and visualizing an event before it takes place),
• Demonstrating story grammar knowledge , decoding, and letter–sound correspondence and expanding literacy skills (e.g., reading comprehension and written expression),
• Problem-solving, self-monitoring , goal-directed behavior (i.e., executive functioning).

4. Behavioral and Emotional Regulation

This is one of the hardest areas for children who are on the spectrum to master because it’s the core of their diagnosis. This area relates to your child’s ability to understand his/her emotions, process them, communicate what they are feeling, and learn how to cope with the emotions they are experiencing.

Sample behavioral and emotional goals can include:

• Protesting undesired activities,
• Requesting a soothing activity when distressed,
• Expressing one’s emotional state and the emotional state of others,
• Using language to talk through transitions across activities,
• Perceiving one’s actions within social events and predicting social behavior in others in order to self-monitor,
• Negotiating and collaborating within interactions with peers.

Again, these are examples of goals that can be implemented in your child’s IEP. Make sure they are using goals that relate to your child’s areas of weaknesses and are attainable within a school term. Most of the goals that are suggested for this disorder need to be addressed in the home setting, as well. The more exposure they have to practice the goal, the quicker they will reach it. 

Functional communication goals for autism

Functional communication is the way to break down barriers to a child’s independence. This means communicating wants and needs and when socializing with others. There are at least 50 functional communication goals to work on for kids of all ages and abilities, so make it a part of your daily conversation so that it doesn’t seem like lecturing or teaching. The IEP goals for autism in preschool should be specifically for your child and appropriately attainable.

Try and be as patient as possible and ask your therapist for a list of activities that you can address and target in the home environmen t. Finally, don’t shy away from activities in the community. This will be an integral part of your child addressing and sort of social deficit!

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Home » Blog » General » Creating Effective IEP Goals for Students with High Functioning Autism

Creating Effective IEP Goals for Students with High Functioning Autism

Individualized Education Programs (IEPs) play a crucial role in supporting the educational needs of students with high functioning autism. These personalized plans outline specific goals and accommodations to help students succeed academically, socially, and emotionally. In this blog post, we will explore the importance of creating effective IEP goals for students with high functioning autism and provide strategies for developing meaningful goals.

Understanding High Functioning Autism

High functioning autism is a neurodevelopmental disorder characterized by challenges in social interaction, communication, and restricted interests or repetitive behaviors. Students with high functioning autism often have average or above-average intelligence, which can make it challenging to identify their unique needs and provide appropriate support.

Common challenges faced by students with high functioning autism include difficulties with social skills, executive functioning, emotional regulation, and sensory sensitivities. These challenges can impact their academic performance, peer relationships, and overall well-being.

Recognizing the individuality of each student with high functioning autism is essential. It is crucial to understand their strengths, weaknesses, and specific areas of need to create effective IEP goals that address their unique challenges.

Components of Effective IEP Goals

Effective IEP goals share several key components that make them meaningful and measurable. By incorporating these components into the goal-setting process, educators and professionals can create goals that promote growth and success for students with high functioning autism.

Specificity

Effective IEP goals are specific and clearly define the desired outcome. Vague goals can lead to confusion and make it challenging to track progress. By clearly articulating what the student should achieve, educators can provide targeted support and measure progress accurately.

Measurability

Measurable goals establish criteria for progress monitoring. By defining specific criteria or benchmarks, educators can objectively assess the student’s progress and determine if the goal has been achieved. Measurable goals also allow for data collection, which can inform future decision-making and adjustments to the student’s support plan.

Attainability

Setting realistic and achievable goals is essential for maintaining the student’s motivation and confidence. Goals that are too challenging or unattainable can lead to frustration and a sense of failure. By considering the student’s current abilities and providing appropriate scaffolding and support, educators can set goals that promote growth and success.

Effective IEP goals align with the student’s unique needs and strengths. By considering the student’s individual challenges and interests, educators can create goals that are meaningful and relevant to their daily life. Relevance increases the student’s engagement and motivation, leading to increased progress and success.

Establishing a timeline for goal achievement provides structure and accountability. By setting specific deadlines or milestones, educators can track progress and make necessary adjustments to the student’s support plan. Time-bound goals also help students develop a sense of time management and organization.

Strategies for Creating Effective IEP Goals

Creating effective IEP goals requires a collaborative approach involving the student, parents, teachers, and other professionals. By working together, everyone can contribute their unique insights and expertise to develop goals that meet the student’s individual needs.

Collaborative Approach

Involve the student, parents, teachers, and other professionals in the goal-setting process. Each person brings valuable perspectives and insights that can contribute to the development of meaningful goals. By fostering collaboration, everyone becomes invested in the student’s success and can provide the necessary support to achieve the goals.

Assessing Current Skills

Conduct comprehensive assessments to identify the student’s current skills and areas of need. By understanding the student’s strengths and weaknesses, educators can create goals that target specific areas for growth. Assessments can include academic evaluations, social skills assessments, and executive functioning assessments.

Prioritizing Goals

Select goals that address the most critical areas for the student’s success. It is essential to prioritize goals based on the student’s immediate needs and long-term goals. By focusing on the most critical areas, educators can provide targeted support and maximize the student’s progress.

Breaking Down Goals

Complex goals can be overwhelming for students with high functioning autism. Breaking down goals into smaller, manageable steps makes them more attainable and increases the student’s motivation. By providing clear instructions and gradually increasing the complexity of tasks, educators can support the student’s progress towards the larger goal.

Incorporating Social Emotional Learning (SEL)

Integrating Social Emotional Learning (SEL) strategies into IEP goals can support emotional regulation and social skills development. SEL focuses on teaching students skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By incorporating SEL into IEP goals, educators can address the social and emotional needs of students with high functioning autism.

Examples of Effective IEP Goals for Students with High Functioning Autism

Effective IEP goals for students with high functioning autism can address various areas of need. Here are some examples of goals that target specific skills:

Communication and Language Skills

Goal: The student will increase their expressive language skills by using appropriate vocabulary and sentence structure in social interactions with peers, demonstrating at least 80% accuracy in three consecutive observations.

Social Skills and Peer Interactions

Goal: The student will improve their ability to initiate and maintain conversations with peers by using appropriate turn-taking and active listening skills, demonstrating at least 70% accuracy in five consecutive social interactions.

Executive Functioning and Organization

Goal: The student will develop effective organizational skills by independently creating and maintaining a daily schedule, demonstrating at least 90% accuracy in following the schedule for one month.

Emotional Regulation and Self-Advocacy

Goal: The student will enhance their emotional regulation skills by using appropriate coping strategies to manage frustration and anxiety, demonstrating at least 80% accuracy in three consecutive instances of emotional distress.

Monitoring and Adjusting IEP Goals

Regular progress monitoring is essential to track the student’s progress towards their IEP goals. By collecting data and reviewing it regularly, educators can determine if the goals are being achieved or if adjustments need to be made to the support plan.

Collaborative review meetings should be held regularly to discuss goal progress and make necessary adjustments. These meetings provide an opportunity for all stakeholders to come together, share insights, and ensure that the student’s goals are still relevant and meaningful.

Celebrating achievements along the way is crucial for maintaining the student’s motivation and confidence. Recognizing and celebrating the student’s accomplishments, no matter how small, reinforces their progress and encourages continued growth.

Creating effective IEP goals for students with high functioning autism is essential for supporting their academic, social, and emotional development. By incorporating specificity, measurability, attainability, relevance, and time-bound elements into the goal-setting process, educators and professionals can create meaningful goals that promote growth and success.

Collaboration among parents, educators, and professionals is key to developing effective IEP goals. By working together and considering the student’s unique needs and strengths, everyone can contribute to the creation of goals that meet the student’s individual needs.

If you are looking for additional resources and support for creating effective IEP goals for students with high functioning autism, consider starting your free trial with EverydaySpeech. EverydaySpeech offers a wide range of resources, including social emotional learning activities and videos, to support the needs of students with high functioning autism. Start your EverydaySpeech free trial today and empower your students to reach their full potential.

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432+ Free Measurable IEP Goals and Objectives Bank

If you want to save yourself time writing your IEP’s you’ve come to the right place. Here is a 432+ free IEP goal bank to make your life easier writing your speech therapy goals and to save you time.

IEP Goal Bank for Speech Therapy Goals

Articulation, functional life skills, expressive language, receptive language, auditory discrimination, phonological awareness, social skills/pragmatics.

• Augmentative Alternative Communication (AAC)

Figurative Language

Written language, intelligibility, speech therapy goals for articulation.

Given 20 sounds and a verbal prompt or model , STUDENT will articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sounds, STUDENT will independently  articulate the sound(s) of / / at the isolation level 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. 

Given 20 words or pictures, STUDENT will independently  articulate the sound(s) of / / at the syllable level 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 / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the word level 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 / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities.  

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the phrase level 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 / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities.  

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 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. 

Given a reading passage, STUDENT will independently retell the story 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 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 conversational topic, STUDENT will independently articulate the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will self-monitor  articulation of the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a classroom discourse, STUDENT will generalize  articulation of the sound(s) of / / in all positions of words at the conversational level  outside of the therapy setting with 80% accuracy in 4 out of 5 opportunities. 

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Speech therapy goals for phonology.

• Substitution
• Assimilation
• Syllable Structure

-Substitution

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 picture or object to describe, STUDENT will  produce velar sounds (i.e., /k, g/)   in  words  to reduce the process of fronting  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 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 picture or object to describe, STUDENT will  produce stop sounds (i.e., /t, p/)   in  words  to reduce the process of stopping  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 the sounds /l, er/  in  words  to reduce the process of vowelization  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 all age-appropriate phonemes in  words  to reduce the process of affrication  (i.e., using /ch or j/ for non-affricate “ jime ”  for “dime”) 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 the sounds /ch, j/  in  words  to reduce the process of deaffrication  (i.e., replacing /ch or j/ for fricative or stop “ships”  for “chips”) 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 the alveolar sounds   in  words (t, d, n)   to reduce the process of alveolarization  (i.e., using alveolar for non-alveolar “tan”  for “pan”) 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 the palatal sounds   in  words (sh, zh)   to reduce the process of depalatalization  (i.e., using non-palatal for palatal “fit”  for “fish”) 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 the labial sounds in  words (p, b)   to reduce the process of labialization  (i.e., using labial for non-labial “pie”  for “tie”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

-Assimilation

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of labial assimilation   (i.e., using labial /p, b, m,w/ for non-labial “ peb ” for “pen”) 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 all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of velar assimilation   (i.e., using velar /k, g, ng/ for non-velar “kug” for “cup”) 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 all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of nasal assimilation   (i.e., using nasal /m, n, ng/ for non-nasal “mom” for “mop”) 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 all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of alveolar assimilation   (i.e., using alveolar /t, d, n, l, s, z/ for non-alveolar “tot” for “toss”) 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 the nasal sounds in  words (m, n)   to reduce the process of denasalization  (i.e., using non-nasal for nasal “doze”  for “nose”) 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 the final voiced consonants in  words (b, d)   to reduce the process of final consonant devoicing  (i.e., using voiceless final consonant for voiced final consonant “pick” for “pig”) 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 the correct phoneme in  words  to reduce the process of coalescence  (i.e., using two phonemes for one phoneme that has similar features “foon” for “spoon”) 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 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.

-Syllable Structure

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 picture or object to describe, STUDENT will  produce age-appropriate consonants in the initial position of words  to reduce  initial consonant 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 consonants in the  medial position of words  to reduce  medial consonant 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 consonants in the  final position of words  to reduce final consonant 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 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 only the phonemes in the word to reduce  epenthesis  (i.e., adding the “uh” sound between two consonants “bu- lue ” for “blue”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Deaf / Hard of Hearing

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 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 hearing amplification system, STUDENT will  advocate  with  Speech Therapist or classroom teacher  if there are any problems with the hearing amplification system with 80% accuracy in 4 out of 5 opportunities. 

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. 

Given hearing aids, STUDENT will  detect a weak battery  and  change the battery  as needed with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Stuttering

• Desensitization
• Stuttering Modifications Techniques
• Fluency Shaping Techniques
• Secondary Behaviors

-Desensitization

Given 15 sentences with “bumpy” or “smooth” speech, STUDENT will identify if the  clinician’s speech  is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities.

Given a 2 minute tape-recording of HIS/HER reading or conversational speech with “bumpy” or “smooth” speech, STUDENT will identify if HIS/HER speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities. 

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 2 minute tape-recording of HIS/HER reading or conversational speech with fast or slow speech, STUDENT will identify if  HIS/HER speech  is fast or slow with 80% accuracy in 4 out of 5 opportunities. 

Given 15 sentences with random disfluencies, STUDENT will identify the disfluencies in the clinician’s speech with 80% accuracy in 4 out of 5 opportunities. 

Given a 2 minute tape-recording of HIS/HER reading or conversational speech with random disfluencies, STUDENT will identify the disfluencies in  HIS/HER speech with 80% accuracy in 4 out of 5 opportunities.

-Stuttering Modifications Techniques

Given knowledge, examples, and information about stuttering modification techniques (cancellation, pull-out, preparatory set), STUDENT will name and describe each stuttering modification technique  with 80% accuracy in 4 out of 5 opportunities.

Given 20 words, STUDENT will use the cancellation method to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the cancellation method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the cancellation method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the cancellation method to minimize disfluencies during  reading  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 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 10 modeled sentences, STUDENT will use the pull-out method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the pull-out method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the pull-out  method to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities.   

Given a conversational topic, STUDENT will use the pull-out  method to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the preparatory set method to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the preparatory set method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the preparatory set method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the preparatory set method to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities.   

Given a conversational topic, STUDENT will use the preparatory set method to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

-Fluency Shaping Techniques

Given knowledge, examples, and information about fluency shaping techniques (easy onset, light articulatory contact, slow rate), STUDENT will name and describe each fluency shaping technique  with 80% accuracy in 4 out of 5 opportunities.

Given 20 words, STUDENT will use the easy onset technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the easy onset technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the easy onset technique to minimize disfluencies at the  sentence level  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 conversational topic, STUDENT will use the easy onset technique  to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the light articulatory contact technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the light articulatory contact technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the light articulatory contact technique  to minimize disfluencies at the  sentence level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the light articulatory contact technique  to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the light articulatory contact technique  to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the slow rate technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the slow rate technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the slow rate technique  to minimize disfluencies at the  sentence level  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 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. 

-Secondary Behaviors

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 structured activity, STUDENT will identify and reduce  each of their  secondary behaviors  with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will identify and reduce  each of their  secondary behaviors  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Life Skills

• Conversation
• Social Skills

Given a functional symbol (cooking, community , safety, etc.), STUDENT will  match identical symbols  given a choice of 4 options wit 80% accuracy in 4 out of 5 opportunities.

Given a functional symbol (cooking, community , safety, etc.), STUDENT will  match symbols to actual objects  with 80% accuracy in 4 out of 5 opportunities.

Given a functional classroom symbol, STUDENT will demonstrate knowledge of the symbol by performing an action or going to the appropriate place when shown a symbo l  with 80% accuracy in 4 out of 5 opportunities.

Given a simple verbal directive (sit, stand, give, go), STUDENT will demonstrate knowledge of verbal directive by performing the action  with 80% accuracy in 4 out of 5 opportunities.

Given 10 pictures or objects for 2 different categories, STUDENT will identify the categories and  categorize the picture or objects  into 2 different categories  with 80% accuracy in 4 out of 5 opportunities.

Given an event or object, STUDENT will  describe the event or object using at least 3 descriptors  with 80% accuracy in 4 out of 5 opportunities.

Given an event or story, STUDENT will  retell the event or story  using appropriate  sequencing  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. using HIS/HER AAC device, a gesture, or a sign with 80% accuracy in 4 out of 5 opportunities.

Given a visual or social situation, STUDENT will label the other person’s feelings and/or emotions based on their facial expressions and body language  with 80% accuracy in 4 out of 5 opportunities.

Given a yes/no question concerning social/community settings , STUDENT will correctly answer the yes/no question  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 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.

-Conversation

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 make a statement or ask a question to initiate a conversation with a familiar listener with 80% accuracy in 4 out of 5 opportunities. 

Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with an unfamiliar listener 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.  

Given a conversation, STUDENT will use an appropriate volume based on the social situation  they are in 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 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 conversation, STUDENT will ask 1 or 2 follow-up questions  to ensure the conversation is two-sided with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of information  during a conversational exchange with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will use a statement to end the conversation appropriately with 80% accuracy in 4 out of 5 opportunities.  

-Social Skills

Given a social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt  with 80% accuracy in 4 out of 5 opportunities.

Given a classroom discourse or conversation, STUDENT will actively listen to the speaker by facing the speaker, keeping mouth and body still, nodding head to show listening, asking questions and/or making on-topic comments  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will solve a social problem  by identifying the problem, developing possible solutions, and choosing the best solution  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.

Given a social situation or role-play scenario, STUDENT will accurately  identify another’s perspective  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 express HIS/HER feeling , such as I am frustrated, sick, happy, etc. using appropriate language  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.

Given a social situation or role-play scenario, STUDENT will produce HIS/HER own ideas ( not mimicking or copying others’ ideas ) when entering or joining a conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will give and accept compliments  appropriately   with 80% accuracy in 4 out of 5 opportunities.

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.) by adjusting HIS/HER behavior based on these social cues  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Expressive Language Delay

• Utterance Expansion
• Narrative Development
• Gestures/Signs
• Categorizations
• Similarities
• Differences
• Comparisons
• Multiple Meanings
• Grammar Structure
• Vocabulary Definitions

-Morphology

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 writing or speaking task, STUDENT will use regular/irregular plural markers  (i.g., apples/feet) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use article/number agreement  (i.g., an apple/the boys) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use present-tense verbs  (i.g., give, go, drink) appropriately   in a sentence or conversation  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.

Given a writing or speaking task, STUDENT will use regular/irregular past-tense verbs  (i.g., walked/ran) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use nouns to answer WHO or WHAT questions  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 picture or story, STUDENT will use prepositional phrase  to answer WHERE questions  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use prepositional phrase or adjective  to answer HOW questions  with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to call attention to an object (e.g., “this ball”, “my shoe”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show the disappearance of an object   (e.g., “no cracker”, “apple all gone”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to indicate recurrence  of an object   (e.g., “more cracker”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words that contain an adjective and a noun  (e.g., “big bear”)   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.

Given an object or picture, STUDENT will use   2 words to show action object  (e.g., “read book “)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show the location of an object   (e.g., “dog car”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show agent action  (e.g., “dog jump”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show emotion  (e.g., “baby tired”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to achieve the desired end  of an object   (e.g., “go home”)   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture, STUDENT will say 3 to 4-word utterances  (e.g., “dog sitting in car”)   with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will form grammatically correct simple sentences  with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement in sentences  with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use all necessary propositions in sentences  with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use compound sentences  (i.e., and, but, or, etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement  with 80% accuracy in 4 out of 5 opportunities.

-Utterance Expansion

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 an opportunity to ask a question/comment/describe, STUDENT will use 4-5 word utterances  to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

Given an orally presented sentence with missing words, STUDENT will identify missing words (i.e., articles, prepositions. etc.)   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 an object or picture, STUDENT will use descriptive words  to describe the object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use complete grammatically correct sentence  to express HIS/HER want or need  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentence  to tell about past events  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use 2-4 words  to express HIS/HER want or need  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to comment or share information, STUDENT will use2-4 words  to express HIS/HER comment or share information  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.

-Narrative Development

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.

Given a story or activity, STUDENT will sequence  the story or activity that includes # parts  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell a story, STUDENT will use  descriptive language  to tell their story  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 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.

-Gestures/Signs

Given a want or request, STUDENT will pair vocalizations with gestures  when indicating a want or requesting an object  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 a task or activity, STUDENT will use words and/or signs  to  indicate HE/SHE is “finished”  with 80% accuracy in 4 out of 5 opportunities.

Given a difficult task or activity, STUDENT will use words and/or signs  to  ask for “help”  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 common objects or pictures, STUDENT will verbally label the item  with 80% accuracy in 4 out of 5 opportunities.

Given a common object, noun, or action, STUDENT will verbally label the item  in  a phrase or sentence  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word  in  a phrase or sentence 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 10 words, STUDENT will describe the object or picture  by stating the function of the word with 80% accuracy in 4 out of 5 opportunities.

-Categorizations

Given a category, STUDENT will name (3-5) items  in that category (e.g., school items, home items, clothing, animals, colors, toys, etc.)   with 80% accuracy in 4 out of 5 opportunities.  

Given 3 to 5 items in a category (e.g., dog, cat, fish, etc.), STUDENT will identify the category  (e.g., school items, home items, clothing, animals, colors, toys, etc.)   and explain their relationships  with 80% accuracy in 4 out of 5 opportunities.

Given  3 to 5 items, STUDENT will identify the item that does not belong in the group and explain why  with 80% accuracy in 4 out of 5 opportunities.

Given a category, STUDENT will name (3-5) items  in that category  and (1) item that does not belong in that category  with 80% accuracy in 4 out of 5 opportunities.

-Similarities

Given 3 to 5 pictures, STUDENT will select 2 similar pictures  and  explain the similarities  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words verbally, STUDENT will select 2 similar pictures  and  explain the similarities  with 80% accuracy in 4 out of 5 opportunities.

-Differences

Given 3 to 5 pictures, STUDENT will select the different picture  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given a list of 3 to 5 words verbally, STUDENT will identify the different word  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words verbally, STUDENT will identify the different word  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given a word pair verbally, STUDENT will explain the primary difference  between the  two words  with 80% accuracy in 4 out of 5 opportunities.

-Comparisons

Given two object pictures, STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

Given two spoken words, STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

Given two concepts (e.g. flying vs. driving), STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

-Multiple Meanings

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.

Given 2 sentences that represent different meanings of the same word, STUDENT will provide a definition for each  with 80% accuracy in 4 out of 5 opportunities.

Given a multiple meaning word , STUDENT will provide 2 or more definitions for the  multiple meaning word  with 80% accuracy in 4 out of 5 opportunities.

-Attributes

Given an object or picture, STUDENT will describe the object or picture  by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture and asked a question, STUDENT will answer the question  by identifying a minimum of (5) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

Given 10 items presented verbally, STUDENT will describe the object or picture  by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

-Grammar Structure

Given an object, picture, or story, STUDENT will say a complete sentence using articles (i.e., “a”, “an”, “the”, and “some”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using demonstrative adjectives (i.e., “this”, “that”, “these”, and “those”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using plural nouns (i.e., s, es, and irregular plural forms) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using possessive nouns (i.e., “the girl’s book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using subject pronouns  (i.e., “I”, “he”, “she”, “you”, “we”, “they”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using object pronouns  (i.e., “me”, “him”, “her”, “you”, “us”, “them”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using possessive pronouns  (i.e., “my”, “mine”, “his”, “her/hers”, “you/yours”, “our/ours”, “their/theirs”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using reflexive pronouns  (i.e., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using present progressive verb tense  (i.e., “The girl is running”) 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.

Given an object, picture, or story, STUDENT will say a complete sentence using present tense “s” and “es” marker  (i.e., “The girl runs”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using “has”/”have”  (i.e., “The girl has a book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using regular past tense  (i.e., “The boy waited for the bus.”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense  (i.e., “ran”, “drove”, “drank”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using conjunctions  (i.e., “and”, “or”, “but”, “because”, “if”, “since”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using future tenses  (i.e., “The boy will go to school”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using negative sentence structures  (i.e., “will not/won’t”, “does not/doesn’t”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will ask yes/no questions  (i.e., “Is the boy hurt?”) in a complete sentence  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will ask WH questions  (i.e., “What is the girl doing?”) in a complete sentence  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using comparatives  (i.e., “The kitty is smaller than the tiger”) with 80% accuracy in 4 out of 5 opportunities.

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 an idiom with a visual cue, STUDENT will  accurately describe the meaning of the idiom   with 80% accuracy in 4 out of 5 opportunities. 

Given an idiom verbally with no visual cue, STUDENT will  accurately describe the meaning of the idiom  with 80% accuracy in 4 out of 5 opportunities. 

Given an idiom verbally, STUDENT will identify a social situation where the idiom may be used appropriately  with 80% accuracy in 4 out of 5 opportunities. 

-Vocabulary Definitions

Given 5 words with picture cues, STUDENT will define the word correctly  with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2-3 critical features  to describe the object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given an emotional expression picture or story, STUDENT will use vocabulary to clearly  describe the feelings, ideas, or experiences  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify synonyms  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify antonyms  with 80% accuracy in 4 out of 5 opportunities.

Given 5 identified words in sentences, STUDENT will provide a synonym/antonym  with 80% accuracy in 4 out of 5 opportunities.

Given a story with highlighted words, STUDENT will provide a synonym/antonym for each highlighted word  with 80% accuracy in 4 out of 5 opportunities.

Given 10 pictures, STUDENT will match opposite pictures in pairs (i.e., happy/sad, up/down)   with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify the opposite  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.), function, or number  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will define unfamiliar words using context clues  with 80% accuracy in 4 out of 5 opportunities.

Given common academic vocabulary, STUDENT will define prefix and/or suffix  with 80% accuracy in 4 out of 5 opportunities.

Given common academic vocabulary, STUDENT will define the vocabulary word using a complete sentence with correct grammar  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Language Goals

• Following Directions
• Answering Questions
• Association
• Multiple Meaning
• Prepositions

-Vocabulary

Speech therapy goals for vocabulary.

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 10 common verbs, STUDENT will identify the  correct verb  by  pointing to the appropriate picture  with 80% accuracy in 4 out of 5 opportunities.

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 3 to 5 pictures, STUDENT will identify the  category items  by  pointing/grouping pictures into categories  with 80% accuracy in 4 out of 5 opportunities.

-Following Directions

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow a  1-step direction  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  2-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 2-step directions, STUDENT will follow the directions  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  3-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 3-step directions, STUDENT will follow the directions  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with location modifiers (i.e., spatial concepts)   with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with quantity modifiers (i.e., numbers, more/less)   with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with quality modifiers (i.e., size, color, shape)   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 verbal or written directions, STUDENT will identify the action words in the directions (e.g., “Read the book”…the action word is read)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.

-Answering Questions

Given a story, activity, or classroom discussion, STUDENT will answer “yes or no” questions  with 80% accuracy in 4 out of 5 opportunities.

Given a story, activity, or classroom discussion, STUDENT will answer WH questions  (i.e., who, what, when, where, why, how)   with 80% accuracy in 4 out of 5 opportunities.

Given a verbal prompt, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 3 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 objects or pictures at a time and given a function, STUDENT will point to the appropriate object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 action pictures at a time and given an action, STUDENT will point to the appropriate action picture  with 80% accuracy in 4 out of 5 opportunities.

-Association

Given 5 objects or pictures at a time (e.g., ball, bat, car, fork, and ring) and asked what item is associated with … (e.g., with a seatbelt), STUDENT will select an item that is associated with the objects or pictures  (e.g., car)   with 80% accuracy in 4 out of 5 opportunities.

Given a word verbally, STUDENT will point to the appropriate object or picture associated with that word (e.g., ball/bat, fork/plate) with 80% accuracy in 4 out of 5 opportunities.

Given a category, STUDENT will correctly sort objects/pictures in that category  with 80% accuracy in 4 out of 5 opportunities.

Given 3 items in a category and 3 categories to choose from, STUDENT will correctly sort objects/pictures into the appropriate  category  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.

Given 3 to 5 objects or pictures, STUDENT will select 2 similar objects or pictures  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 word verbally, STUDENT will select 2 similar words  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will 1 object or picture that does not share that same attribute  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.), STUDENT will 1 word  that does not share that same attribute  with 80% accuracy in 4 out of 5 opportunities.

-Multiple Meaning

Given 3 to 5 objects or pictures and a multiple meaning word, STUDENT will select 2 objects or pictures  that represent different meanings of that word  with 80% accuracy in 4 out of 5 opportunities.

Given a multiple meaning word verbally, STUDENT will select 2 correct meanings from a group of 4 written choices  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 10 words and a verbal description of a word, STUDENT will select the correct word  to match the given verbal description  with 80% accuracy in 4 out of 5 opportunities.

-Prepositions

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.

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 verbal question, STUDENT will select the picture of the noun that tells WHO and WHAT  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture of the noun that tells WHO and WHAT  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture of the  verb  that tells the action  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture of the  verb  that tells the action  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture  that tells WHERE  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture  that tells WHERE  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture that tells HOW  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 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 an object or picture and a phrase that shows the  disappearance  (e.g., “crackers all gone”, “no cookie”), 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 an object or picture and a phrase that shows the  recurrence  (e.g., “more crackers”), 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 an object or picture and a phrase that contains an  adjective and a noun  (e.g., “red shoe”, “big ball”), 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 an object or picture and a phrase that shows  possession  (e.g., “Dad’s cat”, “girl’s shoe”), 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 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. 

Given an object or picture and a phrase that indicates the  location  (e.g., “pencil down”, “car outside”), 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 an object or picture and a phrase that uses  agent action form  (e.g., “boy jump”, “girl eat”), 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 an object or picture and a phrase that shows an  emotion  (e.g., “girl sad”, “man angry”), 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 an object or picture and a phrase to achieve a  desired end  (e.g., “shoe on”, “go home”), 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 phrase or sentence that includes  articles  (e.g., “a”, “an”, “the”, and “some”), STUDENT will answer “yes or no” if the phrase or sentence uses the articles  accurately   with 80% accuracy in 4 out of 5 opportunities. 

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 a phrase or sentence that includes plurals  (e.g., s, es) and irregular plural nouns , STUDENT will answer “yes or no” if the phrase or sentence uses the plurals  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  possessive nouns  (e.g., “the girl’s bike”), STUDENT will answer “yes or no” if the phrase or sentence uses the possessive  accurately   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 phrase or sentence that includes  object pronouns  (e.g., “me”, “him”, “her”, “you”, “us”, “them”), 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 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 phrase or sentence that includes  reflexive pronouns  (e.g., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”), 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 phrase or sentence that includes present progressive verb tense  (e.g., “The man is running”, “The girls are 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 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 a phrase or sentence that includes  present tense “s” and “es” marker  (e.g., “The boy jogs”, and “The bee buzzes”), 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 a phrase or sentence that includes  “have” and “has”  (e.g., “The boy has a dog”, and “The girls have ice skating”), 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 a phrase or sentence that includes  regular past tense  (e.g., “The dog jumped”), 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 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. 

Speech Therapy Goals for Auditory Discrimination

Given multi-step directions, STUDENT will follow 2-step, 3-step, and 4-step directions of  increasing length and complexity  with 80% accuracy in 4 out of 5 opportunities.  

Given 10 words, STUDENT will recognize the differences between same or different words  with 80% accuracy in 4 out of 5 opportunities.  

Given a sentence, STUDENT will remember and repeat  of  increasing length and complexity  with 80% accuracy in 4 out of 5 opportunities.

Given a word broken down into isolated sounds, STUDENT will combine the isolated sounds together to form words  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Phonological Awareness

Given 10 words, STUDENT will identify the sounds in the words  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 10 words, STUDENT will identify the similarities sounds in the words  with 80% accuracy in 4 out of 5 opportunities.

Given 2 words with matching beginning sounds or ending sounds, STUDENT will identify and/or match the words with the same beginning sounds or ending sounds  with 80% accuracy in 4 out of 5 opportunities.

Given a sentence with two rhyming words, STUDENT will identify the two rhyming words  with 80% accuracy in 4 out of 5 opportunities.

Given a rhyming word, STUDENT will produce two or more words that rhyme with the given word  with 80% accuracy in 4 out of 5 opportunities.

Given a word, STUDENT will substitute initial and/or final sounds  to  create new words (i.g., cat/fat; man, mad) with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Autism

• Play Skills
• Joint Attention
• Following Instructions
• Getting the Teacher’s Attention
• Friend Making
• General Conversation
• Perspective
• Problem Solving
• Dealing with Feelings
• Alternatives to Aggression
• Predictions/Inferences

-Play Skills

Given a toy(s), STUDENT will play with the toy(s) using their appropriate function  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate parallel play with peers for X minutes  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate symbolic play  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate pretend play  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will take X turns during a play activity with peer or teacher  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to offer someone help, STUDENT will ask what the other person needs, listen, provide the help requested  with 80% accuracy in 4 out of 5 opportunities.

Given offered help from a peer or adult, STUDENT will accept the help and thank the person, or politely decline the help  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to volunteer, STUDENT will look at the person, use a clear voice, ask to volunteer for a specific task or activity  with 80% accuracy in 4 out of 5 opportunities.

Given a task or activity to take turns, STUDENT will wait for HIS/HER turn, sit or stand quietly, keep HIS/HER legs and arms still, avoid whining or begging, and engage in activity or task when it is HIS/HER turn  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to borrow something, STUDENT will make a polite request to borrow an item or material, accept “no” as an answer, and if the other person agrees promptly return the materials in the same condition  with 80% accuracy in 4 out of 5 opportunities.

Given a game activity, STUDENT will display good sportsmanship and play by the rules, accepting winning without bragging, and accepting losing without complaining  with 80% accuracy in 4 out of 5 opportunities.

Given a toy or object and asked to share, STUDENT will share the toy or object with a peer or adult  with 80% accuracy in 4 out of 5 opportunities.

-Joint Attention

Given an activity with a partner, STUDENT will demonstrate joint attention for X minutes  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.

Given a communication partner, STUDENT will use eye gaze to direct the communication partner’s attention  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will track the eye gaze of others and predict what they are thinking and will modify their behavior based on what others are looking at  with 80% accuracy in 4 out of 5 opportunities.

-Following Instructions

Given a direction, STUDENT will follow the 1-step direction  with 80% accuracy in 4 out of 5 opportunities.

Given 2-step directions, STUDENT will follow the 2-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 3-step directions, STUDENT will follow the 3-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given verbal directions, STUDENT will begin task with only 1 prompt within 1 minute of receiving the instructions  with 80% accuracy in 4 out of 5 opportunities.

Given written directions, STUDENT will read the instructions, follow each instruction in order, and ask for help if needed  with 80% accuracy in 4 out of 5 opportunities.

Given verbal or written directions to change to another activity, STUDENT will change to the new activity within 1 minute of receiving the instructions  with 80% accuracy in 4 out of 5 opportunities.

-Getting the Teacher’s Attention

Given the need to get the teacher’s attention, STUDENT will  look at the teacher, raise HIS/HER hand, wait to be acknowledged, and ask their question  with 80% accuracy in 4 out of 5 opportunities.

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 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 a social setting, STUDENT will identify expected and unexpected behaviors in themselves and others  with 80% accuracy in 4 out of 5 opportunities.

Given a social setting, STUDENT will demonstrate expected behaviors  that are expected in that setting  with 80% accuracy in 4 out of 5 opportunities.

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 feedback regarding HIS/HER behavior, STUDENT will modify their behavior based on the feedback  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 others’ behaviors, STUDENT will identify HIS/HER thoughts about others’ behaviors  with 80% accuracy in 4 out of 5 opportunities.

Given actions from others, STUDENT will modify their own behavior based on the actions of others  with 80% accuracy in 4 out of 5 opportunities.

Given social interactions, STUDENT will maintain appropriate personal space and maintain safe hands and body  with 80% accuracy in 4 out of 5 opportunities.

Given classroom or small group discussion, STUDENT will demonstrate active listening skills (e.g., body facing the speaker, keep mouth and body still, nodding head to show listening, asking questions and/or making comments) with 80% accuracy in 4 out of 5 opportunities.

Given different social settings, STUDENT will monitor HIS/HER volume and adjust it based on setting and/or situation  with 80% accuracy in 4 out of 5 opportunities.

Given classroom or small group discussion, STUDENT will make on-topic and appropriate comments  with 80% accuracy in 4 out of 5 opportunities.

Given a specific behavior, STUDENT will identify how it makes others feel , the consequences, and how that then makes HIM/HER feel about HIMSELF/HERSELF  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.

Given a task, STUDENT will listen carefully, gather materials, and begin working quietly  with 80% accuracy in 4 out of 5 opportunities.

Given a task, STUDENT will read the directions and attempt the assignment before asking the teacher for help  with 80% accuracy in 4 out of 5 opportunities.

-Group Work

Given a group activity, STUDENT will cooperate with others, use a kind voice, and follow the set group guidelines  for the activity 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 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 a new class period, STUDENT will come prepared for class by bringing all necessary materials (i.e., books, papers, homework, and writing tools) , being on time, and handing in assignments as requested by the teacher  with 80% accuracy in 4 out of 5 opportunities.

Given a new class period, STUDENT will determine what materials HE/SHE needs for class, gather materials, and only take those materials HE/SHE needs for class  with 80% accuracy in 4 out of 5 opportunities.     Given an assignment, STUDENT will write down the assignment in HIS/HER planner or electronic device  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.

-Friend Making

Given an unfamiliar person to meet, STUDENT will introduce HIMSELF/HERSELF by looking at the person, use an appropriate greeting (i.e., Hi, my name is…”) and telling the person it was nice meeting HIM/HER when leaving  with 80% accuracy in 4 out of 5 opportunities.  

Given a familiar or unfamiliar person to greet, STUDENT will look at the person, use a kind voice, and say “hi” or “hello” following all 3 steps with 80% accuracy in 4 out of 5 opportunities.  

Given an opportunity to compliment someone, STUDENT will look at the person, use a kind voice, give HIM/HER a compliment, and give the person time to respond  with 80% accuracy in 4 out of 5 opportunities.  

Given a compliment, STUDENT will look at the person, use a kind voice to thank the person (i.e., “Thank you, it’s my favorite shirt.”) with 80% accuracy in 4 out of 5 opportunities.

-General Conversation

Given a greeting from a peer or adult, STUDENT will acknowledge the greeting by  looking at the person and  returning the greeting  (e.g., “hello”, “hi”, “how are you?”, etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given a small group or classroom discussion, STUDENT will initiate the conversation (e.g., ask a question, make a comment, give a compliment, etc.)   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 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 small group discussion, STUDENT will identify expected and unexpected behaviors for a conversation (e.g., topic maintenance, topic changes, asking questions, on-topic comments, unrelated comments, appropriate interruptions, long talking turns, not responding, initiating conversations, etc.) 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 small group discussion, STUDENT will demonstrate expected behaviors during preferred and un-preferred conversational topics  with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will identify how that person is feeling based on observing their body language  with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will use conversation maintenance strategies  (i.e., making comments, take turns, ask questions, etc.) 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 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 a conversation, STUDENT will use the appropriate volume based on the setting  with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will appropriately join the conversation by looking at the people, waiting for a moment when no one else is talking, make a comment or ask a question that relates to the topic  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.  

Given a need to interrupt, STUDENT will look at the person, wait for the person to acknowledge them, begin with “Excuse me for interrupting, but…” make a specific request or give information  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.) with 80% accuracy in 4 out of 5 opportunities.

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.

-Perspective

Given a social interaction, STUDENT will accurately identify another’s perspective  with 80% accuracy in 4 out of 5 opportunities.

Given different conversational partners (e.g., peer, teacher, authority figure, etc.), STUDENT will adjust HIS/HER language style and topics of conversation based on the conversation partner  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or social interaction, STUDENT will identify another person’s emotion and why HE/SHE is feeling that way  with 80% accuracy in 4 out of 5 opportunities.

-Problem Solving

Given a problem and problem solving graphic organizer , STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution  with 80% accuracy in 4 out of 5 opportunities.

Given a problem, STUDENT will appropriately  identify the size of the problem  with 80% accuracy in 4 out of 5 opportunities.

Given problems at differing sizes, STUDENT will identify appropriate reaction size to the problem  with 80% accuracy in 4 out of 5 opportunities.

-Dealing with Feelings

Given a time when the student is angry, STUDENT will use a calming strategy (e.g., breathe slowly, take a break, count to 10, listen to music, etc.) 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 warning and a change in routine, STUDENT will accept the change without becoming upset  with 80% accuracy in 4 out of 5 opportunities.

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.

-Alternatives to Aggression

Given a real-life or role-play scenario, STUDENT will demonstrate how to accept teacher help to make an appropriate decision during a conflict situation  with 80% accuracy in 4 out of 5 opportunities.

Given a real-life or role-play conflict scenario, STUDENT will demonstrate appropriate peer mediation skills to resolve the conflict  with 80% accuracy in 4 out of 5 opportunities.

Given a real-life or role-play conflict scenario, STUDENT will remain calm and relaxed, listen to the other person, determine what they can agree on  with 80% accuracy in 4 out of 5 opportunities.

Given criticism or feedback, STUDENT will look at the person, say “okay”, and not argue  with 80% accuracy in 4 out of 5 opportunities.

Given a problem, STUDENT will define exactly what the problem is, brainstorm possible options, consider disadvantages and advantages of options, and choose the best option  with 80% accuracy in 4 out of 5 opportunities.

Given a defeat or loss in a game, STUDENT will look at the person who won , remain calm, and congratulate the other person  with 80% accuracy in 4 out of 5 opportunities.

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.

-Predictions/Inferencing

Given a picture, STUDENT will make a prediction or inference about the picture with 80% accuracy in 4 out of 5 opportunities.

Given a short story, STUDENT will make a prediction or inference about the story with 80% accuracy in 4 out of 5 opportunities.

Given a social scenario, STUDENT will make a prediction or inference about the scenario and identify at least one visual cue that contributed to HIS/HER inference  with 80% accuracy in 4 out of 5 opportunities.

Augmentative Alternative Communication

Speech therapy goals for aac.

• Picture Exchange Communication System (PECS)
• Sign Language

-Picture Exchange Communication System (PECS)

Given a want or need, STUDENT will request a want or a need by pulling off a picture symbol and placing it into the teacher’s hand  with 80% accuracy in 4 out of 5 opportunities.  

Given a want or need, STUDENT will choose the “I want” or “I need” symbol plus the desired item , then place them both onto the sentence strip , then and hand the sentence strip to the teacher  with 80% accuracy in 4 out of 5 opportunities.  

Given a simple question, such as “What do you want?”, STUDENT will independently choose a picture symbol to answer a simple question  with 80% accuracy in 4 out of 5 opportunities.    

Given augmentative symbols or device, STUDENT will carry device to various school and community locations  (lunchroom, classroom, recess etc.) with minimal prompting 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.

Given a question or community helper or form, STUDENT will identify HIS/HER contact information  selecting (i.e. name, address, phone number, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a community sign, STUDENT will identify the community sign  (i.e. restroom, stop sign, crosswalk, exit, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a question, STUDENT will express HIS/HER preference selecting “yes or no” using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a group of pictures, STUDENT will identify the category of the pictures using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the color  of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the shape  of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the attributes  (hot/cold, big/little, soft/hard) of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities. 

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 picture or object, STUDENT will select matching word  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures of facial emotions, STUDENT will identify the emotion  using  augmentative symbols or device  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.

Given a communication partner, STUDENT will initiate a conversation with a peer or teacher (i.e. hello, how are you ?, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will maintain a conversation  and engage in up to 3 conversational exchanges with a peer or teacher using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given augmentative symbols or device, STUDENT will select HIS/HER meal choices  (in the school lunchroom, restaurant, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will spontaneously make a request or greet a peer or teacher using augmentative symbols or device  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. “no”, “I don’t want”, “I don’t like”, etc.)   using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will inform others of past events  using augmentative symbols or device  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.

-Sign Language

Given a need and a verbal prompt, STUDENT will sign a basic “need” sign , such as ( help, more, done, want, need etc.) to make a request  with 80% accuracy in 4 out of 5 opportunities.

Given a need, STUDENT will sign a basic “need” sign , such as ( help, more, done, want, need etc.) to make a request  spontaneously across multiple school environments and the community  with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will  introduce HIMSELF/HERSELF by fingerspelling HIS/HER name or using HIS/HER name sign  with 80% accuracy in 4 out of 5 opportunities.

Given a signed picture or object, STUDENT will receptively identify the picture or object that was signed with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures or objects, STUDENT will expressively label  the pictures or objects using sign with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures of facial emotions, STUDENT will identify the emotion  using sign with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Figurative Language

Given a reading task, STUDENT will identify and interpret the meaning of  idioms , metaphors, similes, or proverbs  with 80% accuracy in 4 out of 5 opportunities.

Given a writing task, STUDENT will create similes and/or metaphors in a sentence or paragraph  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will make predictions and inferences based on  textual evidence  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will make inferences based on a character in literature   about why they say, feel, and do the things that they do  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals Written Language

Given a writing task, STUDENT will produce  grammatically correct sentences  with 80% accuracy in 4 out of 5 opportunities.

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.

Given a short story or video, STUDENT will answer wh -questions (who, what, when, where, why, & how) using complete sentences  with 80% accuracy in 4 out of 5 opportunities.

Given a graphic organizer, STUDENT will produce a five paragraph essay including an  introduction, topic sentences, transitions, and conclusion  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals Intelligibility

Given a communication partner and a communication breakdown, STUDENT will use  clear slow speech  and pausing to gather HIS/HER thoughts 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.

Send me the FREE IEP Goal Bank!

Speech therapy goals conclusion.

I hope you find these speech therapy goals helpful or they gave you an idea for how to write speech therapy goals.

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.

Monday 12th of December 2022

This is one of most GO-TO Goal banks. Thank you so much!

Melissa Berg

Tuesday 27th of December 2022

Hi Jannette, I'm SO happy to hear that this is your GO_TO goal bank. Wishing you all my best! Melissa

Tuesday 4th of October 2022

Hi! I use this goal bank frequently but am always wondering why it was decided to label the goals for D/deaf and Hard of Hearing people as "Hearing Impaired/Impairment"? From my understanding and work with the DHH population, most prefer the terms, deaf, Deaf, or Hard of Hearing rather than Hearing Impaired. Just wanted to check in about it! Thanks!

Wednesday 5th of October 2022

Hi Melissa, Thanks so much for the feedback! I have made the updated suggestion. All my best, Melissa

Janet Pevsner

Monday 19th of September 2022

Your materials are sooo great AND you are soooo generous with your materials! Thank you so much for this Melissa.

Tuesday 20th of September 2022

Hi Janet, Thank you for your kind and thoughtful words! It means so much to me. I'm happy to know you like my materials! Wishing you all the best, Melissa

Monday 29th of August 2022

I love your material, it's so helpful! Thank you so much!

Lorena Bazarte

Thursday 25th of August 2022

Can you include goals for consultation for students in language articulation and fluency--when students have mastered the objectives but want to keep them in consult to monitor that they maintain their skills.

Saturday 27th of August 2022

Hi Lorena, I love this idea! I currently don't have anything in the works, but can add this to my future ideas list! All my best, Melissa

Autism Speech Therapy Strategies

This post on Effective Speech Therapy for Autism contains..

• 1 Is Speech Therapy only for Autism?
• 2.1 Early Childhood
• 2.2 Preschool Speech Therapy Ideas for Autism
• 2.3 Elementary School Speech Therapy Ideas for Autism
• 2.4 Middle School and High School Speech Therapy Ideas for Autism
• 3 Making a difference

Is Speech Therapy only for Autism?

Speech and language impairment is one of the defining characteristics of Autism

It’s a question that often bothers speech therapists and parents alike. It’s not just that Speech Therapy  applies only to children with Autism Spectrum Disorder ; it is equally effective for typically developing children if you want them to improve on their respective communication skills. Trying a few specific speech therapy exercises can come to immense help. However, in this guide, we would be primarily focused on Autism Speech Therapy strategies and techniques that parents and educators and easily deploy.

Autism, as we know of it, affects languages in very significant, and more than one ways. It makes the proper use of language – functionally and socially – pretty challenging. The intensity of impairment in language and speech delays often varies from child to child. To counter the problem, some of the best speech therapy specialists came up with a few ideas that worked around several areas of communication.

Top 21 Autism Speech Therapy Strategies for Children

Consider several factors before you pick the right autism speech therapy strategy for a child. Several considerations come into play here, not just the child’s age, personal interest, developmental levels or the learning style. But, these are nevertheless vital aspects to be considered. It’s better to go by age, unless the child’s functioning levels require picking activities aimed at older kids or the younger.

Early Childhood

Many times, autism is first detected in early childhood , when language skills develop. It is essential in such cases that the child is introduced to intensive autism speech therapy. This will help him/her build meaningful interactions. Let’s see some of the ways it can be done.

• Non-verbal children respond better to animal noises rather than human words. Children with autism often have an affinity for animals, which sometimes develops into intense emotional connections. Use toy barns and animal trains.
• In functional communication ,  ‘more’  is an important word. Make use of any of the favourite activity of the child; it will greatly encourage the child to try it out. Start the activity and stop after a couple of moments, to make the child ask for more. For example, if the child loves to swing, allow him/her for a short span and stop. You must wait till the child  asks  for  more  of it (through hand or other bodily gestures). Say the word  ‘more’  along with.
• A favorite toy or food item of the child can be used. Keep it out of the child’s reach but within his or her view, to make the child gesture for and obtain it. The next step in this communication level will be the child leading the adult by hand towards the item or making a verbal request.
• Routine, to autistic children, is very important. Building conversational routines will help to encourage using the language. You can do it by placing the child at the top of a slide. Resist sliding down when you say – “ Get set ,  ready  …” and wait for the child to say “ Go! ” Once he/she says so, reward by letting the child go.
• A very early sign of autism is a child not responding to their names. It’s essential to sort it out to develop further communication skills. Whenever the child responds to his/her name, the reward must come big.

Preschool Speech Therapy Ideas for Autism

Preschool sees first the importance of social use of language. Children, here, play parallel or play together and to any child with communication barriers, this can be a lot of challenge. A lot of the kids on the spectrum have these barriers. But preschoolers on the spectrum benefitted when some of these ideas were tried.

• Participate in plays. Take turn every now and then. If it’s tennis, encourage the child to say “ my turn ” every time he or she has to serve. To encourage further, you can play memory games. Taking turns in a game like this helps a child to prepare for taking turns in conversations.
• Phrases and strategies can be taught and devised to interact with peers. Shared activities are highly fruitful in teaching communications. Playing with blocks, using the sensory table or playing  Eye Spy  – all these improve a child’s sense of conversational perspectives. Role-playing games too. Preschoolers enjoy that when a game is devised with age-appropriate language skills. Playing  house  or  restaurant  or  grocery store ; playing the role of a doctor, or veterinarian is also very enticing to the kids in the spectrum. Making a child familiar with such routines and teaching a language to go with it will make him/her more successful with the peers.
• Shared attention skills with games like “I Spy.” To do this, stare at something obvious, and have the child guess what you’re looking at. This will help the child with.

Elementary School Speech Therapy Ideas for Autism

Demands from the elementary school are hard for kids on the spectrum to cope with. These children may require negotiating complicated social interactions without using language. To peers, this communication difference may become more apparent. But some strategies work well with younger children. For best results, there should be more than one child participating in the social communication exercise. Let them work from a script and remember the rewards.

• Label the feelings: Cartoon drawings and/or stories help children identify the feelings of a character. This is helpful in suggesting appropriate language-based responses for that feeling.
• Teach children to ask questions. Hiding a toy or an object in a bag and then asking the child to ask what is in the bag is a good way to start. Expand the exercise by introducing various social questions, especially those a child can ask a peer.
• Teach them a bit of body language. To do that, create a non-verbal communication mode. Work on body posture with the child. Turning away, crossing arms, facial expressions – all should come into the script. There should be a list made of interactions a child may actually encounter; providing strategies will make the child succeed.
• Children on the spectrum mostly express intense interests on specific objects. Music, animals, automobiles, motorcycles, guns and gadgetries – all come under it. These can be used initially for keeping a child engaged in interactions for lengthy periods of time. Questions and answers, non-verbal communication, turn-taking and many other important concepts can be put through this strategy.

Middle School and High School Speech Therapy Ideas for Autism

Social pressures intensify further in middle and high school and therapy approach should now focus on non-verbal peer interactions. The adolescent now learns the life skills that are needed post-school.

• Socialize the adolescent; take him/her out into the community. Make the child observe the social interactions occurring around. Let the child participate after he/she has understood and assessed the situation properly. For instance, if in a restaurant, make the child watch others placing lunch orders, talk about the way interactions are occurring and then let the child place the order under guidance.
• Teach the child how to respond when among unpredictable people or while interacting with strangers. Active listening and labeling feelings, as described above, shall help a child to negotiate in these situations. Avoid Sensory overload .
• Maintaining etiquette with the opposite gender is a challenge for autistic kids. Understand the differences between Autism in girls vs Autism in boys . Both language skills and respecting boundaries need to be taught. Use the Circle of Relationships to help your child better understand relationship boundaries. Generate awareness on the Autism relationship challenges that adults and adolescents with Autism often face.
• Follow these guidelines for Autism in the Classroom to better handle difficult behavior. Make the adolescent practice job interview skills. These will come handy for part-time or summer jobs during high school.
• Conflict resolution is tough at first for anyone on the spectrum. Videos, visual aids and interactions help a child to break down the interaction and participate productively and assertively.

Making a difference

Autism Speech therapy brings a dramatic difference in the life of a child on the spectrum. It creates the essential building blocks of a successful social life. If your child’s school doesn’t offer one, you can go for an independent speech-therapy session through clinics, hospitals and private trainers.

I am Ash and I celebrate Neurodiversity! Growing up with an elder brother with severe Autism was tough – but it has also taught me essential life lessons. I don’t believe that people with Autism are necessarily or have any disorder (except in extreme cases). They are just different! And that is something to be proud of! I am passionate about helping other families who may have Autism conditions in their family. So please reach out and drop me a note. I will be glad to help 🙂

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Thank you. This is very informative

my son is 21years old He was most talkative boy upto 15 years now he not within family members so plkease guide me ,

Music is also a great tool for working with autistic children and supporting their language- oftentimes they are very attuned to intonations and music.

Thank you so much, this is great information

Thank you so very much for these informative and important details.

Thank you for this great information!

My child is now 6yrs. He is an autistic child. Can u suggest any activities

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Autism Goal Bank

Luckily, you don’t have to look any further! You have come to the right place! Can we say freebie? Included are the Autism IEP Goal Bank, Advanced Language Learner Goal Bank, Social Skills Goal Bank, Life Skills Goal Bank. The freebie can easily be downloaded to help you feel prepared for each individual student every time that annual review rolls around! Simply sign up with your email below! Then read on for some more easy to implement ideas to continue working with those speech and language goals!

Collaboration is Key

You don’t have to do this alone! Once you have used the freebies, to identify some of the communication skills for individual students, share the goals with their other teachers! Build your teaching squad and tackle the skills together!  Our students absolutely need opportunities throughout the day to work on their communication skills. Receptive and expressive language skills are imperative throughout the day and it is so important that the SLP is not the only one working on them!  By sharing specific goals, special education teachers can easily incorporate them into their lessons too! 

Setting IEP goals and objectives for students with autism can be time-consuming and challenging. Remember the FREE IEP Goal Bank for Autism is chock full of functional goals to help your students work on expressive and receptive language skills, play skills and imitation skills. Depending on how verbal your students are, these goals can be considered for preschool and kindergarten-aged children and may even be appropriate for some in middle school.

Even more, share this great freebie with all of the Special education teachers and parents of autistic children you know, so they may feel better prepared as well!

Just enter your email address below and your free Autism Goal Bank will be delivered right to your email! 

Autism IEP Goal Bank, Advanced Language Learner Goal Bank, Social Skills Goal Bank, Life Skills Goal Bank

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Here's a free resource–

Iep goal bank.

Writing IEPs for autistic learners can feel daunting.

From this  free download,  you'll get real-life examples of specific, measurable goals for expressive language, receptive language, play skills, and imitation.

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IEP Goal Writing

I had yet ANOTHER IEP today. Sigh. I have gotten a few emails lately about IEP goal writing and while I feel like I could write a long, rambling novel about this topic – I will try to keep this short and sweet. I know we all know about IEP goals being measurable. But what does measurable really mean? And how can we make measurable meaningful? Some goals are written spotlessly, perfectly measurable but you know what? You will do not use that measurable criteria because it’s either too complicated or doesn’t fit.

So how can we make measurable meaningful? You need to think about how you will be taking data on this goal. Will you be doing discrete trial, fluency, or trials throughout the day? Base the ‘measurable’ mastery criteria on how you will be taking data. Start there. As far as what the mastery criteria entails – what does mastery look like? 80% mastery criteria drive me NUTS. Doing something correctly 80% of the time is not mastery. If you crash your car 2 times out of every 10 car trips – have you mastered driving? Think about what mastery will look like.

When writing goals there are several components you NEED:

• what materials are going to be provided to accomplish this goal
• what setting will this goal be accomplished in (doing something in the special ed room can be very different than accomplishing this task in the community or general education classroom)
• # correct out of certain # of trials or opportunities
• percentage correct
• frequency (number correct in a specified time period – ie. 25 per minute)
• for all criteria: how many days must this criteria be reached to be considered mastered? Consecutive of nonconsecutive days/sessions?

Some notes:

• I do not like or use percent correct as a measure. Percent does not give me enough information and can be far too subjective to accurately compare data. 80% correct on 4  trials is very different than 80% on 100 trials. Also how long are these trials taking? Completing 4 math problems in 10 minutes is very different than 4 math problems in 30 seconds. Would you consider those two students having the same level of mastery? Even though both had 100% accuracy. Ugh nope.
• I really like using frequency! You can easily compare data from each session or school day. It can be easily assessed and incorporates the most amount of information. 25 Dolch words per minute is 25 Dolch words per minute no matter what.
• I also like using prompts as a mastery criteria for my students who are lower functioning. For benchmarks, I will use a certain number of adult prompts. For example, first benchmark is task accomplish with 3 or less physical, gestural, or verbal adult prompts, next benchmark with 2 or less, and final goal is task accomplished with only 1 adult prompt of any kind.
• Final note: you want a complete stranger to pick up this goal and know exactly what it looks like and what you mean!
• Provided a text at the appropriate reading level as indicated by student’s Fountas and Pinnell Reading assessment, student will read the book with less than 2 verbal or gestural adult prompts and orally answer 4 out of 5 comprehension questions correctly (asked orally) on 5 consecutive sessions or days.
• Provided a journal prompt in the form of a familiar picture or familiar written or orally given topic, student will write 10 or more on topic sentences with correct spelling and sentence structure with 5 or less errors total on 5 consecutive sessions or days.
• When given a flashcard or visual representation, student will correctly say the name of both upper and lower case letters, numbers 1 – 20, and 10 different colors at a frequency of 30 per minute on 5 consecutive sessions.
• When given a flashcard picture, actual item, or other visual representation, student will correctly say the name of 100 new words at a frequency of 30 per minute on 5 consecutive sessions.
• Student will match the written word to a picture representation correctly on 10 out of 10 trials on 5 consecutive days for 50 different words in total.
• Student will solve up to 3 digit addition and subtraction problems with and without regrouping when both are intermixed within the same field worth at a frequency of 5 per minute on 5 consecutive days.
• Student will correctly complete double digit multiplication with and without regrouping when both types are intermixed on the same page on 19 out of 20 problems on 5 consecutive days.
• Student will correctly complete single digit addition problems with numbers 1 – 5 either orally or written at a frequency of 15 per minute on five consecutive days.
• Given up to 6 different coins or pictures of coins, student will say the correct total in less than 3 seconds on 9 out of 10 trials.
• Given up an analog clock and a time representation to the minute, student will say the correct time  at a frequency of 20 per minute on 3 consecutive days.
• When provided an array of known items and the verbal prompt, “Give me” followed by a number up to 10, student will give the correct number of items in less than 5 seconds on 4 out of 5 consecutive trials on 10 consecutive days.
• Student will verbally name and state the value of a penny, nickel, dime, and quarter when presented with the coin or picture representation of the coin and delivered intermixed in less than 3 seconds on 9 out of 10 trials on 5 consecutive days OR at a frequency of 25 per minute.
• When given the verbal command, “Point to ..” student will point to the correct body part on himself for 8 unknown body parts (when delivered in succession and intermixed) on 9 out 10 trials in less than 5 seconds on 5 consecutive days OR frequency of 20 per minute.

Social Studies:

• Within the community, student will engage in 3 appropriate verbal responses or relevant community tasks with only one adult physical, gestural, or verbal prompt for all 3 tasks on 3 consecutive community trip opportunities.

Social/Emotional:

• In a group situation with familiar peers, student will maintain appropriate space with no more than 1 adult prompt in a ten minute time period on 5 consecutive days.
• Student will participate in a structured group activity with an adult and one or two peers and engage in 3 or more social interactions with less than 2 adult prompts in total on 5 consecutive days.
• In the classroom, community, and school environments, student will independently verbally ask and answer relevant questions without any type of adult prompts at least 10 times per school day on 5 consecutive days.
• Provided a situation when student feels frustrated, uncomfortable, or annoyed, student will express his emotions using words on 3 consecutive opportunities with no adult prompts.
• When greeted or asked a question by a peer or teacher, student will appropriately comment or ask a relevant question back on 5 consecutive opportunities with no adult prompts.
• Student will correctly verbally answer 5 personal information questions (What’s your name? What city do you live in? How old are you? What school do you go to? and Who is your teacher?) within 5 seconds with less than 2 prompts on all 5 questions on 5 consecutive sessions when questions are delivered in sucecssion and intermixed.
• When greeted or asked a question by a peer or teacher, student will respond appropriately without repeating the same response on 9 out of 10 consecutive opportunities on 5 consecutive days.

Independent Functioning:

• Student will work independently on a previously mastered task for 20 minutes with only 1 adult prompt and engage in only task related behaviors on 5 consecutive days. 
• Student will respond appropriately to 10 previously unknown one step commands when delivered in succession in English at a rate of 25 per minute.
• When there is a change in the schedule, demand placed, or non-preferred work task presented, student will utilize visuals such as a star chart or first/then and maintain appropriate behaviors such as a quiet voice, work completion, and compliance on 5 consecutive opportunities on 5 consecutive days.
• Student will demonstrate knowledge of the calendar by verbally identifying the day, month, and season when asked with no more than 2 visual prompts for all 3 questions when intermixed on 5 consecutive days.

Check out my parent IEP questionnaire free download from two weeks ago!

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40 Comments

Your posts are always so relevant to my needs. Thank you for all your blogging! I haven’t managed to keep up with mine (The Puzzling World of Autism) but I’m not giving up:) We should organize a Special Ed Midwest teacher meet up for the summer. (I’m in Michigan.)

Thank you so much…I don’t know how you knew I needed this post today, but I did! I am finishing an IEP for tomorrow, and have been asked to add another goal…which I think will be derived from one of the independent functioning goals you posted. I can’t thank you enough!

Omigosh that would be so fun Amy! I would totally be up for that! Thanks for your feedback – made my day 🙂

I must have read your mind Michelle! Hope your IEP went well 🙂

This has been very helpful when coming up with goals for my students. I would love if you would post your thoughts on non-verbal IEP goals as well as non-readers. I am still getting the hang of teaching this part of my caseload!!

Thanks for all of your help!

Sure Danielle – I will try and do a post about that next week – good idea! 🙂

This is my second year as a ECSE Preschool teacher for four and five year olds. Your insight on IEP paper work is a great help. I also have several non-verbal students and would love to know your thoughts on IEP goals for these kiddos. Thank you for blogging.

I have been asked that a few times so I am definitely putting that on my post to do list! THanks for reading and be on the look out 🙂

How do you keep data on prompt frequency? I’ve never found a good way to keep track of going from 3 prompts to 2, etc.

I’d also love to see some non-verbal goals…going to scroll back and see if I can find a post.

I need to do a long post on nonvebral goals. I usually track prompts by using a tally system to note prompts used during the work task. Let you know when I do the nonverbal goal post! 🙂

Hi there I am a parent who is new to this IEP stuff. I know you said these are goals, what would be some examples of objectives that might go with some of these goals?

Great question – most of my objectives are usually similar versions of the goal but either with less stimuli (ie. 3 colors when the total goal is 12 colors; or reading words with blends br, bl, sp, and st) or with a lower mastery criteria (ie. 5 out of 8). Does that make sense? Thanks for your questions!

Hi, I am the parent of a three year old recently diagnosed with Autism. He has been going to OT once a week for 1 year since he was spotted with a speech delay. I have an IEP meeting in 5 days and want to be able to help build the IEP but was never really asked for my input and to be honest at the Eligibility meeting I did not have the foggiest what an IEP was. I also want to follow my neurologists recommendation and get my son plenty of ABA therapy but the cluster school we’re in has none. The only class available is one with varied disabilities from 3-5 yrs old and a 17:1 student/ teacher ratio. I am afraid my son will regress as he is very anxious around crowds – more than 3 or 4 people. I can’t delay the meeting if I want my son to be in a classroom this fall. Please give me advice on 1) goals & objectives – I found a lot for older kids but not too much for a 3 year old with the academic age of a 17 mos old, 2) support to bring with me to IEP meeting – my son’s therapist?, teacher (ABA specialist) from the private school I want my son to attend, 3) do I bring outside evaluation? I have got to get onboard fast and be a good advocate for my son – any suggestions?

First off, you never have to sign an IEP if you don’t agree with it. So at the meeting if you don’t feel comfortable with any part – you do not need to sign off that you agree. I would bring any support (therapist, etc) with you to help guide you through the process. Have you used the ABLLS (Assessment of Basic Language and Learning Skills) with your son? This assessment would provide some great objectives and goals. Ask if the school district uses it. And absolutely bring your own outside evaluation. Good luck! Your son is lucky to have you as his advocate!

Have you added the post on nonverbal goals? Where can I find that post? I need help! 🙂

I don’t think I ever did that post! Will add it to my to do list for next week! 🙂

Did you ever add the post on nonverbal goals? Where can I find it? Thanks!!!!

What are your thoughts on goals for scripting behaviors? would love any insight, thanks!

Check out these posts on sensory behaviors: https://theautismhelper.com/?s=sensory+behaviors . Especially this one: https://theautismhelper.com/sensory-behaviors-reinforce-intervals-without-behavior/ . This intervention can be very successful.

You are awesome. I am an Emotional Support Teacher and I find your materials an asset to my program. I am now receiving AS students and your packets and materials have been a God sent. Thank you for sharing

Thank you so much for reading and for this sweet comment! 🙂

I wish I had seen this 14 years ago but better late than never. My son has had a 1:1 aide since he entered school. He is now 18 and I would like him to transition to a school district run vocational/living skills program. The IEP team (administration and staff) are saying this might not be the program that best suits him unless he can participate without a 1:1 aide. They are using the leverage that I want him to go to the vocation/living skills class as a way to remove the 1:1 support he has always had. They do have support within the program and they feel they could give him the support he needs without the 1:1 support. I would like to fade the 1:1 as he masters independence. Can I insist on support until they can provide documentation of independence in that program. Can they refuse to let him attend a program that would further his independence and give him vocational training?

Great questions. I’m not sure! Every school district is different and to be honest I’m not sure how state regulations effect that. You can ask for data to back up your case. That might be a good place to start.

HI Sasha! Have you updated any topics about goals and objectives? Have you ever written a goal around having a student be more independent in writing out his daily school schedule, if so are you willing to share?

Hi Tricia! I definitely need to do some more IEP goal posts. I have definitely written schedule use goals for independent functioning. I would use the number of prompts as the criteria because that would be the easiest to keep track of! I will add some more posts on this soon!

Was this ever posted…I’m interested in looking at these?

Working on an IEP goal series – hopefully will get up soon!

I’m a mom of a nonverbal child and I”m a little flabbergasted that you are ok with prompts being in the goal. No way do I ever accept a goal as mastered if there is a prompt involved. IDEA states children are to be prepared for further employment, future eduction, employment and independent living. Unless the district is going to provide my daughter with an aide to prompt her for the rest of her life I want the bar set high. Independence should be the goal always.

It’s important to note prompting whether prompts will be used or not. Some teachers will not automatically assume that the benchmark is without any prompting (ie. independent) unless noted. So I always want to make sure that is clarified. I completely agree – independence should always be the goal. However based on the needs of students (perhaps a student with a severe/profound cognitive delay), a year may not be enough time to accomplish the task independently. So some IEP goals for the year may continue to include prompts and each year (and each benchmark throughout the year), the mastery criteria will advance to ideally include less prompting. This allows us to continue to work on those essential life skills that may take longer to master. Thank you for sharing your opinion.

I am struggling with writing goals and objectives. You said in your post that you write the goal and then your objectives are the same with fading prompts or increasing something. My question is then when you write an IEP do you end up with lots of goals? Like for math do you have one goal for addition problems with objectives and then another for subtraction and even another for telling time giving you 3 math type goals. Then the same for reading and other subjects? I was taught to have a general math goal with objectives that hit addition, subtraction, and telling time. As I am trying to take data and put into a graph I am struggling. I would prefer the your way if I am correct in how you write IEPs. My other concern is how long are your IEP’s when you print them?

thanks, Carrie-Anne

Hey Carrie-Anne – GREAT question. I know exactly what you mean. If you end up writing a goal for each thing you work in math (and every other subject) you end up with a ridiculous amount of goals. I write a general math goal like you mentioned with (depending on the student) a variety of objectives that build to that goal. Then when I take data, graph, and work on that goal we treat the benchmark almost like a mini-IEP goal and separate it out. Does that make sense? Basically I want to not be overwhelmed by having 6 math IEP goals so writing the general one accounts for everything we work on then when I take data and actually work on the concept we break it down to the exact skill with a simple mastery criteria. Let me know if that makes sense!

HI, I am needing help in writing an adaptive behavior goal for a middle school student. Any suggestions?

Hmm… give me a little bit of background on the student and we can brainstorm! 🙂

Hi, what is the significance of using the word consecutive in your goals? Consecutive has many varied meanings and it seems to me may or may not be practical during a school day or even in the home, community setting. What does consecutive usually intend when you see the term used in many goals…in your opinion?

How many times in a row that student had the opportunity to demonstrate the goal and data was collect. So if data was collected on 9/10, 9/12, and 9/15 – I’d want to see the mastery level on those 3 consecutive days of data collection. Hope that helps!

How do you typically report on these goals for progress reports, baseline data, present levels of performance, etc.? For example, for the goal “When given a flashcard picture, actual item, or other visual representation, student will correctly say the name of 100 new words at a frequency of 30 per minute on 5 consecutive sessions.” If day 1 they name 30 of 100, day 2 they accurately read 20, day 3 they read 50, day 4 they read 100 and day 5 they read 80, how would you report onthis? Do you average the scores or just say the most recent score? Thank you!

I’m not a huge fan of averaging so I would probably share the most recent score to give a more accurate depiction. Or you could say in the last 5 opportunities words per minute ranged from 30-50 to give the span of response scores

Thank you for sharing this helpful guide on IEP goal writing for autism! I am an occupational therapist working with autistic students and find that the tips and strategies provided in this post are indeed helpful in creating meaningful and measurable goals for my clients. I appreciate the examples and templates provided, and I will definitely use them in my practice. Great job! 👍

SO great to hear this was helpful for you! Thank you for reading 🙂

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• Back issues

Home » Communication Skills » Functional Communication Goals for Autism

Functional Communication Goals for Autism

By   Donnesa McPherson, AAS

September 27, 2023

Communication skills can be difficult and having functional communication goals for autism spectrum disorder is a good step in the right direction for growth. These goals can help with communication difficulties, particularly for those autistic children that are nonverbal or have limited verbal skills.

This article is going to introduce and outline:

• what functional communication skills are
• how functional communication skills affect autistic children
• ways to set functional communication goals for your child with autism spectrum disorder (ASD)
• how functional communication goals and Individualized Education Programs (IEP) work together and ways to bring that up at your child’s next IEP meeting
• what functional communication training is and how it can be beneficial

The statements made in this article are a starting point and it is recommended that parents and caregivers talk to their child’s doctor and therapists to discuss the possible benefits of any program. Autism Parenting Magazine is not endorsing or recommending any product or service.

What are functional communication skills?

In short, functional communication skills are the skills that are necessary for individuals to communicate their needs to others. When individuals have a hard time with these skills, they can exhibit behaviors to get their point across.

For instance, if your child is trying to tell you that they don’t want to wear their jeans because they are scratchy, what do they do? If a child’s ability is limited and they are non verbal, it can be difficult to get their point across short of knowing sign language.

If the child and parent or caregiver don’t know sign language and the child is still unable to reiterate that they don’t want to wear their jeans, challenging behaviour can happen. They may throw their pants or refuse to put them on.

Whereas if the parent had been able to understand the desired objects, being the jogging pants, that could have helped move the day forward a little quicker and everyone would have started the day on a positive note.

It is important to note and state that behaviour is communication. It can be seen throughout the example above and when people use both verbal and non verbal communication to have a need met or make a need known.

Functional communication and autistic children

In the article, What is Functional Communication Training ( FCT )? , they state that challenging behaviour can happen in children with ASD that experience:

• language delay
• other communication difficulties
• difficulty with transitions

These difficulties are only a few of the examples but can act as a starting place to understand behaviour and what can cause different reactions. The article says,

“Communication challenges are a key symptom of ASD, a child who struggles to express their needs may feel the only way to get what they want is to revert to behavior that proved successful in the past.”

“Severe behavior problems could result if a child feels their only way to communicate wants (or emotion) is through extreme behavior.”

What’s next?

Setting functional communication goals for children with autism would be a step towards growth. Discussing and setting up these goals with your child’s doctor or Board Certified Behaviour Analyst (BCBA) would need to happen before a program was put together and made a part of their Applied Behavior Analysis ( ABA ) program.

Behaviors like aggression, wandering, hitting, biting, as well as injuries to themselves and others can be acknowledged and appropriate behaviors taught to replace them. They can also help the child learn to respond appropriately and communicate their needs and/or what they are trying to say.

Early intervention is imperative. When it comes to any intervention, the earlier a child can receive services and have a program that can help them build on skills the better.

A challenging behaviour can show up at any time and at any age. Having the ability to express alternative communication, such as sign language, can be beneficial and is easier to learn when children are younger.

How functional communication goals and Individualized Education Programs (IEP) work together

When there are autistic children in the classroom, there can be challenging behaviour exhibited because of communication difficulties from the child with autism spectrum disorder and their classmates. This can disrupt not only the social interaction part of the school day, but also how the child with autism does in the school setting period.

A first step, when developing a child’s IEP goals, the parent and student’s teacher usually meet with a group of other people, like a speech language pathologist, and BCBA that would help figure out the child’s needs and skills and what support can be put into place to help the student succeed.

Functional communication training (FCT) can be added to IEP goals, especially if and when communication difficulties are present for the student. The parents, caregivers, and other practitioners that work with the student can make sure that any difficulties in the classroom are addressed and strategies added to the overall plan.

FCT is a program that can encourage and teach behaviors that replace challenging behaviour with an alternative behaviour. The challenging behaviour is usually put in extinction, which means that the response to the challenging behaviour is no longer a reaction to previous attempts.

There are so many benefits for the autistic child who needs to further develop communication and social skills to be able to let people know what they want and need. Skills learned and built in FCT can help in the classroom and everyday life.

Basic needs, feelings, and other thoughts and feelings that the child needs to express can be taught by a speech language pathologist, a BCBA, and parents. A plan that includes others that meet with parents and caregivers to come up with a plan that the school , providers, parents, and caregivers can implement.

This brings to mind the African Proverb:

“It takes a village to raise a child.”

That truth reigns true for most parents, and I dare say that parents that have autistic children or children with other needs tend to live this truth. Between doctor’s visits, running between appointments to ABA therapy, speech therapy, occupational therapy, or any combination of services that are available for that child, a village can seem very tangible and access to help and support can be a phone call away.

In conclusion

Overall, there are resources with support available to most parents for their children with autism. If you, as a parent, are having a hard time finding the resources your child’s doctor can always be a great first step to contact.

They generally have resources available or are able to connect and refer parents to the next steps for their children. Social media and finding other parents that have children with autism through community support groups , local events, school groups, etc. can also help when a parent needs support or has questions about their child.

It is important to note that behaviour is communication and if your child has been exhibiting new and challenging behaviour to discuss them with their doctor and/or other practitioners that can help figure out what the child needs and what they are trying to communicate. Help and support are not a bad thing and can actually be quite beneficial, helping the child move forward and grow in new and amazing ways.

James Clear has an excellent quote that can help tie everything together, as well as be an important reminder,

“Rome wasn’t built in a day, but they were laying bricks every hour. You don’t have to build everything you want today, just lay a brick.”

Bruzek, J., Hanley, G., Tiger, J. (2008). Functional Communication Training: A Review and Practical Guide. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2846575/#:~:text=Functional%20communication%20training%20(FCT)%20is%20a%20differential%20reinforcement%20(DR,identified%20as%20maintaining%20problem%20behavior. Loftus, Y. (2022). What is Functional Communication Training (FCT)? https://www.autismparentingmagazine.com/functional-communication-training/

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Resource Article

Smart iep goals.

All contents of this resource were created for informational purposes only and are not intended to be a substitute for professional advice, diagnosis, or treatment. Always seek the advice of your physician, therapist, or other qualified health providers with any questions or concerns you may have.

The goals on your child’s Individualized Education Program ( IEP ) lay the framework for their education, but what makes a good goal? IEP goals (and any goal for that matter) should be SMART. That is, they should be specific, measurable, attainable, realistic / relevant, and timely.

Specific. Goals should clearly describe the skill the student is learning. Goals should never be vague. If you moved to another school district, the new teacher should be able to read the goals and know exactly what is being taught.

Measurable. Goals should be observable and measurable. Progress can be measured through standardized testing, curriculum-based measurement, work samples, and teacher data sheets.

Attainable. Goals represent a skill that is reachable for your child. Goals are based on Present Levels of Performance, not state curriculum standards.

Realistic & Relevant

Realistic and Relevant. Goals should be unique to your child. This includes academics, communication, social skills, functional skills, and vocational goals as appropriate.

Timely. Goals set out what a student can accomplish in one year of special education services or less. Progress monitoring should take place at regular intervals.  

How to Develop SMART IEP Goals

You can help create SMART goals with your child’s IEP team by asking the following questions:

• Do you understand what is being taught and how?
• Is it clear what your child will be able to do when the goals are met?
• Are the goals based on Present Levels of Performance?
• Do the goals address all areas of needs for your child?
• How will data be taken?
• How often will data be analyzed for progress?

Examples of SMART IEP Goals

Iep goal banks.

• A Day in Our Shoes
• Intensive Care for You
• Autism Educators  – Some of the resources on this site cost money, but there are lots of great, free examples of IEP goals.
• The School Psych Toolbox
• National Association of Special Education Teachers

Further Reading

• The Fundamentals of Special Education: What Parents Need to Know
• Special Education: IEP Tips
• Independent Assessments

school & iep , iep , special education

Newest articles.

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• Oct 5, 2023

Speech and Language IEP Goals for Autistic Kids

An IEP is a specialized plan to help kids with disabilities have a better learning experience and communicate with others more easily. This article will teach us about IEPs and why they are so important for these kids. We'll also see speech and language IEP goals that can help and how to set effective goals.

What is IEP?

An IEP, an “Individualized Education Program,” is a personalized plan to help kids with special needs, like autism, succeed in school. IEPs support these kids' learning and development by tailoring the education process to their unique needs.

IEPs are legally mandated in the United States under the Individuals with Disabilities Education Act (IDEA ) to ensure that children with disabilities receive an appropriate and inclusive education. These plans provide a roadmap for teachers, parents, and specialists to work together to help the child succeed academically and socially, focusing on addressing their specific needs in areas such as speech and language development, among others.

For autistic kids, IEPs can be especially helpful because they focus on improving speech and language skills, social communication, and other areas that can be challenging for them. These plans include specific goals, strategies, and accommodations to make sure the child gets the support they need to thrive in school and beyond.

Speech and language IEPs are for kids with specific speech and language needs . It is designed to support the child’s development of communication skills to help them overcome speech challenges, improve their ability to communicate effectively, and access their educational curriculum more successfully.

Who Determines Eligibility for an IEP?

Eligibility for an Individualized Education Program (IEP) is determined through a formal evaluation process. The process typically involves a team of professionals, including educators, special education teachers and specialists, and sometimes medical or psychological experts, depending on the nature of the child's disability. The steps involved in determining eligibility for an IEP include:

Referral : A child is referred for evaluation by a teacher, parent, or another concerned party who suspects that the child may have a disability that affects their educational progress.

Identification : A comprehensive evaluation assesses the child's strengths and weaknesses, typically covering cognitive abilities, academic performance, social and emotional development, and functional skills. A speech-language pathologist (SLP) may be involved in the IEP meeting to assess speech and language concerns.

Eligibility Determination : The evaluation team reviews the assessment results from the SLP and determines whether the student needs special education services and an IEP. Eligibility is based on whether the child meets the criteria for one or more specific disability categories defined by federal or state special education laws.

Individualized Education Program (IEP) Development : If the child is found eligible, an IEP team, including parents or guardians, collaborates to create an individualized plan that outlines the child's specific goals, services, accommodations, and supports needed to address their unique needs. This plan is designed to help the child access the general education curriculum and make progress.

Implementation : The child’s IEP plan is implemented at this stage. The IEP team works together to ensure that the goals and services outlined in the IEP are implemented effectively. This step involves assigning responsibilities, scheduling services, and monitoring the child's progress regularly.

Understanding Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects how a person thinks, communicates, and interacts with others and their environment. It is referred to as a "spectrum" disorder because it can vary widely from one individual to another, making each individual's experience unique.

Some key characteristics of ASD include:

Difficulties in social interaction, such as difficulty with making eye contact, understanding social cues, forming relationships, or interpreting emotions in others

Challenges in communication, including delayed speech development, difficulty in understanding and using language, and challenges in nonverbal communication system

Often engaging in repetitive behaviors or having specific interests. These behaviors can vary widely and might include repetitive movements, fixations on certain topics, or following strict routines

Heightened sensitivities to sensory stimuli, such as lights, sounds, textures, or tastes.

ASD is typically diagnosed in early childhood, often by the age of 2 or 3. Early intervention and support can significantly improve the quality of life for individuals with ASD by helping them develop important skills and adapt to their environment.

Importance of Speech and Language IEP for Autistic Kids

Speech and Language IEPs are vital tools in addressing the unique communication challenges faced by autistic children and promoting their overall development. Here are several ways in which speech goals for autism can benefit and support autistic kids:

Individualized Support : Autism is a spectrum disorder, meaning it affects each child differently. Autism speech therapy goals are customized to meet the specific needs and abilities of each individual autistic child, such as providing language therapy with a speech therapist. This tailored approach ensures that the support provided is highly relevant and effective.

Communication Development : Many autistic children experience speech and language development delays and may need language therapy with a speech therapist. IEPs set clear goals for improving expressive skills (speaking) and receptive language skills (listening and understanding). For nonverbal or minimally verbal autistic children, IEPs may include goals related to Augmentative and Alternative Communication (AAC) systems, which can help these children express their thoughts, needs, and desires effectively.

Social Communication : Autistic children often struggle with social communication, including the ability to initiate and maintain conversations (a result of undeveloped conversation skills), make eye contact, and interpret nonverbal cues. Speech and language IEPs include goals to improve pragmatic language skills, essential for building relationships and participating in social interactions.

Academic Success : Communication skills are essential for academic success. IEPs can include goals to support language comprehension, reading, and writing skills, enabling autistic children to access and understand their curriculum more effectively.

Improving Independence : Effective communication skills are essential for daily living and independence. IEPs help autistic children develop the ability to communicate their needs, make choices, and engage in self-care and daily routines.

Support for Teachers : Speech and language IEPs guide teachers and other professionals working with autistic children. These plans offer strategies and techniques to support communication in the classroom, making it easier for teachers to provide effective instruction and foster a positive learning environment.

Regular Progress Monitoring : IEPs include mechanisms for tracking a child's progress toward communication goals. This allows for ongoing assessment and adjustments to the plan as needed to ensure continued growth.

Parental Involvement : Speech and language IEPs often involve parents and caregivers in the planning and implementation. This collaboration ensures that the child's communication goals are reinforced at school and home.

Speech and language IEP goals for autistic kids can be broken down into the following categories:

Joint attention

Social reciprocity

Language and related cognitive skills

Behavioral and emotional regulation

Joint Attention

This refers to the collective attention of two or more people on an object or action. It involves balancing one's attention between oneself, another individual, and an object or event within one’s environment. This IEP goal focuses on enhancing the child's ability to engage in joint attention, which is important for developing social interaction, language, and learning skills.

Sample IEP Goals to Promote Joint Attention:

Responding to a caregiver's voice.

Shifting focus between people and objects.

Identifying and describing their emotional states and that of others.

Leaving comments to express enjoyment and interests .

Recognizing what others are suggesting through gaze and gestures.

Using the emotions of others to steer behavior in social interactions, such as showing empathy or praising others

Social Reciprocity

Social reciprocity, also known as the give-and-take in social interactions, involves the ability to respond to others' interests, engaging in back-and-forth conversations, and adapt one's behavior in a way that promotes positive and meaningful social interactions. It encompasses taking turns in conversation, listening actively, sharing attention, and understanding social norms.

Children with autism often struggle with understanding and engaging in social reciprocity because they may not naturally pick up on social cues that develop social skills or know how to respond appropriately in social situations.

Sample IEP Goals to Promote Social Reciprocity

Taking turns in conversational exchanges by responding to other people’s comments or questions appropriately

Initiating conversations with others by asking questions or making comments that are relevant to the topic.

Demonstrating active listening skills during discussions, such as maintaining eye contact with the speaker.

Sharing attention with others by directing attention to objects or structured activities of mutual interest.

Responding positively to peers' invitations to play or interact.

Using appropriate greetings and farewells during social interactions.

Recognizing breakdowns in communication and attempting to repair them

Language and Cognitive Goals

Language goals and cognition goals are anything that has to do with the understanding and use of the child’s native language. This can also include nonverbal communication, such as gesturing. These IEP goals for autistic children, particularly language activities and goals, are essential for promoting functional communication, comprehension, and cognitive development.

They include skills such as understanding spoken instructions, expressing thoughts and feelings, using appropriate gestures, and developing cognitive skills that support language development.

Sample IEP Goals to Promote Language and Cognition

Following one-step verbal prompts or instructions, e.g., “Touch your nose”

Following multi-step verbal instructions, e.g., “First, pick up the book, and then give it to me”

Using gestures or simple signs (a form of non-verbal communication or sign language) to request preferred items or activities

Categorizing objects or pictures into basic groups

Demonstrating improved understanding of facial expressions

Identifying basic emotions and their corresponding expressions

Combining words with gestures to express intentions as expressive language

Turning pages and pointing at images in books similar to using the Picture Exchange Communication System (Pecs) or role-play

Understanding sequence of events in stories

Behavioral and Emotional Regulation

Behavioral and emotional regulation goals for autistic kids focus on developing skills related to recognizing, expressing, and coping with emotions in socially appropriate ways. This can be particularly challenging for autistic children because it deals with the core of their diagnosis.

Sample IEP Goals to Promote Behavioral and Emotional Regulation

Identifying and communicating basic emotions in themselves using verbal or nonverbal cues, such as visual cues

Using a visual or sensory calming tool when experiencing heightened emotions.

Requesting a break when feeling overwhelmed or anxious.

Protesting undesired activities

Identifying the emotional state of others and responding with empathy and appropriate support

How to Develop IEP Goals for Autistic Kids

Developing IEP goals for autistic kids requires a collaborative and systematic approach involving parents, educators, specialists, and other professionals. Here are some tips on developing effective IEP goals for autistic children:

Conduct an Assessment : Begin by thoroughly assessing the child's strengths, challenges, and specific needs.

Use the SMART Criteria : Ensure that each goal meets the SMART criteria.

Specific : Define the goal in a clear and specific manner, specifying what, where, when, and how the skill will be demonstrated.

Measurable : Include criteria for measuring progress and success. What will be counted or observed to determine if the goal has been met?

Achievable : Goals should be challenging yet attainable. Consider the child's current abilities and potential for growth.

Relevant : Goals should be relevant to the child's unique needs and educational objectives.

Time-bound : Set a specific timeframe for achieving the goal, typically within one school year.

Address Priority Areas : Focus on areas that significantly impact the child's educational progress and daily life.

Align with State Curriculum : Ensure that IEP goals are aligned with state educational standards and the curriculum. This helps the child access the general education curriculum to the greatest extent possible.

Consider Real-Life Skills : Include goals that focus on functional skills that the child will need in everyday life, such as functional communication, social skills for interaction, self-help, problem-solving skills, and emotional regulation.

Include Short-Term Goals : For some children, including short-term benchmarks within a goal may be helpful. These break down the larger goal into smaller, more manageable steps.

Monitor Progress and Make Adjustments : Regularly monitor the child's progress toward each goal and adjust as needed. If a goal is not being met, consider modifying the strategies or the goal itself.

Speech and Language Individualized Education Program (IEP) goals for autistic kids are essential for addressing their unique communication needs. These goals focus on improving communication, social interaction, language development, and emotional regulation. By setting clear, measurable goals and providing tailored support, IEPs play a vital role in helping autistic children reach their full potential and thrive in educational and social settings.

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