Articulation Goals: Long Term Goal: Student will produce the ...

Articulation Goals: ?Long Term Goal: Student will produce the // speech
sound with 90% mastery. ?Short Term Objectives: ?1. S. will produce // in
isolation with 90% accuracy. ?2. S. will produce // in syllables with 90%
accuracy. ?3. S. will produce // in all positions of words with 90%
accuracy. ?4. S. will produce // in sentences with 90% accuracy. ?5. S.
will produce // in oral reading tasks with 90% accuracy. ?6. S. will
produce // in structured conversation with 90% accuracy. ?7. S. will
produce // in spontaneous speech with 90% accuracy. ?8. S. will improve
self-monitoring skills for the target sound // with 90% accuracy. ?9. S.
will improve carry-over of the target sound // outside of the therapy
setting with 90% accuracy. ???X will produce intelligible utterances in
"Subject-Verb-Object" sentence forms. ??X will produce intelligible 3- to 4-
word utterances containing prepositions such as "in," "on,' "over," and
"under" ??X will expand spontaneous utterances to 5 or 6 words, given an
oral or gestural cue ??X will produce short grammatical utterances to make
comments and requests using carrier phrases (e.g, "I want the/to __,"
"Where is the __," "Are you __") ???Long Term Goal for Articulation/
intelligibility: Given a structured or unstructured classroom setting,
Firstname will increase meaningful communication interactions by (insert
objectives here) within his educational setting to __ % over _ consecutive
trials as measured by clinician/teacher observation, other informal
assessments and data collection. PA Standard: 1.6.3/5/8/11.C ??Short term
objectives / benchmarks ?1. Firstname will work towards increased
intelligibility by decreasing his rate of speech during all tasks and
increasing his loudness level given less than 2 verbal cues per
interaction. ??2. Firstname will use appropriate phrasing (pitch, volume,
rate, stress) during sentence production or conversation in 3 out of 4
trials ??3. Firstname will use correct sequencing of syllables during
multisyllabic word production in 3 out of 4 trials. ??4. Firstname will
apply targeted speech intelligibility skills across educational and social
settings. ???Long Term Goal for Articulation/ oral-motor skills: Given a
structured or unstructured classroom setting, Firstname will increase
speech intelligibility by use of improved oral motor characteristics and
oral movements for speech sound production including (insert objectives
from below) to blank % over blank consecutive trials as measured by
clinician observation and data collection. PA Standard: 1.6.3/5/8/11.C
??Short term objectives / benchmarks
1. Improve strength of oral musculature with lingual-labial exercises.
Improve correct sound production of (*fill in target sounds) during
structured speech exercises.
2. Improve ability to utilize and self monitor exaggerated articulatory
posture.
3. Improve ability to maintain slow speech rate with intermittent
pausing.
4. To increase diadochokinetic rate to normal limits.
5. Generalize improved articulation skills across educational and social
settings.
?Long Term Goal for Articulation/ traditional: Given a structured or
unstructured classroom setting, Firstname will correctly produce /insert
target sounds / sounds in a hierarchy, beginning with sounds in isolation
and carrying over to conversational speech, to __ % over _ consecutive
trials as measured by clinician/teacher observation, other informal
assessments and data collection. PA Standard: 1.6.3/5/8/11.C ??Short term
objectives / benchmarks
1. Imitate and produce target sound in isolation Produce target sound in
words (initial, medial, final)
2. Produce target sound in sentences
3. Structured sentences
4. Spontaneous sentences
5. Produce target sound during oral reading
6. Apply targeted speech sound production across educational and social
settings
????Fluency Goals: ??I. "Student" will address non-fluent speech in therapy
with Van Riper symptomatic techniques. ??II. "Student" will demonstrate
increased control of fluency throughout the academic day ??III. "Student"
will demonstrate increased awareness and control of rate of speech and
intelligibility throughout the day. ??Benchmarks
1. F1. "Student" will maintain eye contact
2. F2. "Student" will identify and eliminate secondary symptoms
3. F3. "Student" will stutter/stop
4. F4. "Student" will stutter/stop/repeat
5. F5. "Student" will stutter/stop/repeat/analyze
6. F6. "Student" will stutter/stop/change toward correction
7. F7. "Student" will independently identify rates of speech (too fast,
just right) with 90% accuracy.
8. F8. Given an oral cue, "Student" will identify proper intonation and
breath patterns by chunking phrases with 80% accuracy.
9. F9. "Student" will independently identify episodes of nonfluency with
80% accuracy.
??Long Term Goal for Fluency Awareness/ Relaxation: Given a structured or
unstructured classroom setting, Firstname will relax body and speech
musculature with specific emphasis on (*insert objective from below*) for
blank minutes over blank consecutive trials, as measured by
clinician/teacher observation, other informal assessments and data
collection. PA Standard: 1.6.3/5/8/11.C ??Short term objectives /
benchmarks
1. Firstname will demonstrate the ability to identify and relax points of
tension in the speech musculature.
2. Apply targeted fluency awareness techniques across educational and
social settings.
?Long Term Goal for Fluency Awareness/ Self-monitoring: Given a structured
or unstructured classroom setting, Firstname will increase awareness of own
speech production by describing characteristics of fluent and dysfluent
speech by (insert specific objectives here) with __ % accuracy over _
consecutive trials or during a _ minute language sample. PA Standard:
1.6.3/5/8/11.C ??Short term objectives / benchmarks ?1. Evaluate speech of
self and others ??2. Develop a hierarchy of speech situations, relative to
people, activities, and settings from least to most stressful. ??3.
Describe what he/she does to produce fluent and dysfluent speech in terms
of : ?. Respiration ?. Phonation ?. Articulation ?. Rate ?. Continuity ??4.
Apply targeted fluency awareness techniques across educational and social
settings. ???Long Term Goal for Fluency Awareness / decreasing
dysfluencies: Given a structured or unstructured classroom setting, Student
will increase awareness of speech production by describing what he can do
to produce fluent speech (including but not limited to the following
activities: insert objectives here) during a _ minute speech sample. PA
Standard: 1.6.3/5/8/11.C ??Short term objectives / benchmarks ?1. Using
fluent speech during: ?. Automatic responses ?. Phrases ?. Sentences ?.
Initiation of questions ?. Responses to questions ?. Reading ?.
Conversation ??2. Use of fluent speech during low stress situations. ??3.
Use of fluent speech during high stress situations. ??4. Use of fluent
speech when conversing with a friend or teacher. ??5. Use of fluent speech
during phone conversations: ?. Initiating phone call ?. Answering phone
calls ?. Conversing during phone calls ??6. Apply targeted fluency
awareness techniques across educational and social settings. ????

Functional Life Skills Goals: ??S. will match 10 identical symbols given a
choice of 4 in a functional context such as cooking, in 8 of 10
opportunities. ??S. will match 10 symbols to objects given a choice of 4 in
a functional context such as cooking, in 8 of 10 opportunities. ??S. will
point to or get named symbols and objects from a choice of 6 when used in
language games, cooking activities, and other classroom routines, in 8 of
10 opportunities. ??S. will point to a "same" or "different" symbol to
indicate if pairs of thematic symbols or items are same or different, in 8
of 10 opportunities.??S. will sort 10 items into 2 dissimilar categories,
in 8 of 10 opportunities.??S. will make 10 choices of preferred items from
an array of 3 during snack by picking up a symbol or photo to an adult, in
8 of 10 opportunities. ??S. will initiate his turn during snack and Circle
by pressing a voice-output switch, reaching toward the adult, and/or
vocalizing, in 4 of 5 opportunities. ??S. will follow verbal directions to
"sit, stand, give, go" during daily routines and transitions, with no more
than 1 prompt, in 4 of 5 opportunities. ??S. will identify a named symbol,
photo, or object by touching or selecting it from a choice of 3 during
Circle (story, song, weather), attendance, schedule, language games, etc.,
in 4 of 5 opportunities. ??S. will demonstrate understanding of symbols by
performing an action or going to the appropriate place when shown a symbol
related to daily routines, in 8 of 10 opportunities.

??????Language Goals: ??S. will act upon named/described elements in 2-part
directions with no more than one repetition of directions, in 8 of 10
opportunities. ??S. will perform specific actions (including colors,
prepositions, and drawing/coloring) in 2-part directions with no more than
one repetition of directions, in 8 of 10 opportunities. ??S. will name
items from an array of 25 symbols when given verbal clues describing
appearance, function, or other features, in 8 of 10 opportunities.??S. will
answer the teacher's direct questions accurately (ie, answer "who" with a
person, "where" with a place, "when" with a time word/phrase) with no more
than one repetition of the question, in 8 of 10 opportunities. ??S. will
recall 10 details from a story he has just read/heard, including
characters, action, cause/effect, and sequence, by circling the correct
symbol from a choice of 3, with no more than one repetition of the
question, in 8 of 10 opportunities. ??S. will manipulate items correctly
when given verbal directions that contain 1-2 objects and a preposition
with no more than one repetition of directions, in 8 of 10