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 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 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 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. Context Clues Strategy Task Cards for Middle School Speech Therapy. 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 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. 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 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 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. 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 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 a social interaction, STUDENT will accurately identify another’s perspective 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 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 social situation or role-play scenario, STUDENT will independently express HIS/HER wants or needs, such as stop, help, want, need, thirsty, toilet, etc. Given 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 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 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 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. If so you’ve come to the right place with over 219 free winter activities for speech therapy, Are you looking for Thanksgiving speech therapy activities? 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. – en X de las oportunidades con ayuda mínima/mediana/máxima. Given an activity, picture, or story, STUDENT will use correct subject-verb agreement in sentences with 80% accuracy in 4 out of 5 opportunities. by adjusting HIS/HER behavior based on these social cues 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. 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 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. Jun 14, 2017 - My middle school speech language therapy goal bank will give you ideas for speech therapy student goals, including social skills and conversation. 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 a functional classroom symbol, STUDENT will demonstrate knowledge of the symbol by performing an action or going to the appropriate place when shown a symbol 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. with minimal prompting with 80% accuracy in 4 out of 5 opportunities. 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 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. using augmentative symbols or device 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 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 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. Und… More information A growing goal bank for speech and language therapy at the middle school levels. 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 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. 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 an object or picture, STUDENT will describe the object or picture by naming the item, identify attributes (color, size, etc. The frequency, location, duration, and intensity of services should be reviewed and revised based on various factors, including: 1. TERMS & PRIVACY POLICY. (Winner, 2007) All people have thoughts about each other. 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 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 a sentence, STUDENT will remember and repeat of increasing length and complexity 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 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 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. Good goal writing helps you stay focused and may help your students reach their potential. Given an activity, picture, or story, STUDENT will use all necessary propositions in sentences 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 10 common words, STUDENT will verbally name the word in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities. Occupational therapy goals for students, in elementary, middle, or high school, aren’t supposed to be about the OT itself. {"cookieName":"wBounce","isAggressive":false,"isSitewide":true,"hesitation":"","openAnimation":false,"exitAnimation":false,"timer":"","sensitivity":"","cookieExpire":"","cookieDomain":"","autoFire":"","isAnalyticsEnabled":false}, What is the best gift you ever received? Given a 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 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 an object, picture, or word, STUDENT will identify the opposite with 80% accuracy in 4 out of 5 opportunities. Even if you don’t speak you are thinking about each other. Given a social situation or role-play scenario, STUDENT will express HIS/HER feeling, such as I am frustrated, sick, happy, etc. 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 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 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 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 15 sentences with random disfluencies, STUDENT will identify the disfluencies in the clinician’s speech with 80% accuracy in 4 out of 5 opportunities. Hi there! Goal writing can be tricky sometimes, especially when we are trying to figure just how we want to tackle a skill deficit. SLP’s strive to align curriculum and assessment while using evidence-based instruction that is student focused. Given a wh-question, STUDENT will use2-4 words to answer simple Wh-questions (i.e., who, what, when, where, why, how) with 80% accuracy in 4 out of 5 opportunities. Given 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 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 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 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. Rethink your middle school speech therapy service model: This is tricky depending on your caseload size. Given picture or a short story, STUDENT will explain the meaning of the figurative language and idioms with 80% accuracy in 4 out of 5 opportunities. Given 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 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 an object, picture, or word, STUDENT will identify antonyms 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. 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. with 80% accuracy in 4 out of 5 opportunities. 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. ), STUDENT will match identical symbols given a choice of 4 options wit 80% accuracy in 4 out of 5 opportunities. This page may contain affiliate links. 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. I hope you find these speech therapy goals helpful or they gave you an idea for how to write speech therapy goals. 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 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. and explain their relationships with 80% accuracy in 4 out of 5 opportunities. Older students, more difficult class schedules, and rare opportunities for true communication between professionals create large gaps in what can and should be a collaborative service delivery model. Given hearing aids, STUDENT will detect a weak battery and change the battery as needed 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. 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. ), STUDENT will match symbols to actual objects with 80% accuracy in 4 out of 5 opportunities. Given two object pictures, STUDENT will compare likeness(es) and difference(s) 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 a conversation, STUDENT will identify and reduce each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities. 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 reading passage, STUDENT will use the cancellation method to minimize disfluencies during reading 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. to make a request spontaneously across multiple school environments and the community with 80% accuracy in 4 out of 5 opportunities. Free Middle School Speech Therapy Bundle Click here to download all of my excellent speech therapy materials for middle schoolers in one bundle! 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 2-step directions, STUDENT will follow the 2-step directions with 80% accuracy in 4 out of 5 opportunities. 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 random disfluencies, STUDENT will identify the disfluencies in HIS/HER speech 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. 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.) Given 10 modeled sentences, STUDENT will use the cancellation method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 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 10 common words, STUDENT will verbally name the word 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. 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. Given an activity, picture, or story, STUDENT will use correct subject-verb agreement with 80% accuracy in 4 out of 5 opportunities. Below you will find examples of Objectives/Short Term (ST) goals. 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. 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 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 a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of verbal and nonverbal social cues (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) Given 3 to 5 objects or pictures, STUDENT will select 2 similar objects or pictures 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 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 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.) The IEP goals guide the school-based team and are critical to the work you do with your students. 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 3 different categories, STUDENT will correctly sort objects/pictures into each different category 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 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 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 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 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. May 12, 2017 - My middle school speech language therapy goal bank will give you ideas for speech therapy student goals, including social skills and conversation. 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. I work full-time in a 6-12th grade school, servicing mostly middle school students (with a sprinkle of HS kids). 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. ), 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 writing task, STUDENT will produce grammatically correct sentences 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 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. 3. Given a story read aloud, STUDENT will select the picture that tells HOW with 80% accuracy in 4 out of 5 opportunities. This is a collaborative board, which means many different people are allowed to pin ideas to it. 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. Measurable Language Goals (By Ana Paula G. Mumy, M.S., CCC-SLP) Narrative Skills (Sample 1 with benchmark objectives) In one instructional year (or in instructional weeks), student will be able to utilize story grammar – understanding all four story elements (character, setting, problem, 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. with 80% accuracy in 4 out of 5 opportunities. Given a story or activity, STUDENT will use sequence words to verbally order a story or activity (e.g., first, next, then, after, last) with 80% accuracy in 4 out of 5 opportunities. Given warning and a change in routine, STUDENT will accept the change without becoming upset with 80% accuracy in 4 out of 5 opportunities. 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