Examples of Speech and Language Goals and Objectives: Clinical Summer 2017

Creating goals for students is a process that is always evolving. Sometimes it is helpful to see how others have constructed their goals to be able to refine the ones that we are developing. Here are examples of Summer 2017 URI student clinicians constructed according to their university’s instructional standards.  The names of the clients have been changed.

Alyssa and Kara wrote:

Baseline level of performance:   Adam achieved 75% accuracy for prevocalic /r/, 66% for medial /ear/, 75% for /rl/ blends, and 77% for initial /br/ blends.
Goal:

LTG: Alice will improve her intelligibility.

Objective I-I: Alice will improve intelligibility as evidenced by producing prevocalic /r/ with 90% accuracy at the word level with minimal verbal cues.

Jessica wrote:

Baseline level of performance:  Bobby used 3-point gaze shifts 7 times. He commented in response to a question with one- to three-word utterances 6 times.
Goal I: Bobby will improve social communication.

·      Objective I-1: Bobby will increase joint attention skills as evidenced by his using 3-point gaze shifts (i.e. object-person-object or person-object-person) at least 10 times during one 50-minute session.

·      Objective I-2: Bobby will increase joint attention skills by initiating or responding to bids for interaction (e.g., responding to question, physical turn-taking) for at least four consecutive exchanges (i.e., a turn from the child and a turn from the clinician) 3 times during one 50-minute session.

 

Goal II: Bobby will improve emotional regulation.

·      Objective II-1: Bobby will improve skills to regulate arousal level as evidenced by using language strategies (e.g., pointing to and/or repeating a “first, then” model) during transitions 3 times during one 50-minute session.

 

Goal III: Bobby will increase his use of expressive language.

·      Objective III-1: Bobby will increase his symbol use skills by communicating which activity he wants to participate in by simultaneously pointing to and saying which choice he wants using the “I want” strip at least 3 times during one 50-minute session.

Baseline Level of Performance: Carl scored a 73% on overall social language questions. He identified how others felt about unexpected behaviors 40% of the time and why others feel that way 67% of the time. He appropriately provided a reasoning of social situations 67% of the time.
Goal I: Carl will improve his social language skills.

·      Objective I-1: Carl will increase his social-emotional skills as evidenced by correctly identifying others emotions and their reason for feeling a certain way 90% of the time in short stories from a field of three for 3 consecutive sessions given visual aids.

·      Objective I-2: Carl will increase his communication repair skills as evidenced by correctly identifying an appropriate strategy to use to solve a social breakdown (e.g., rigid thinking, being distracted when others are speaking, not staying on topic) in stories 90% of the time from a field of three for 3 consecutive sessions.

 

 

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