Spring 2019 Examples of Some Great Goals

Constructing goals can be a difficult task. If you think about this process as a multi-step activity it will assist you.

You begin treatment with a student by reviewing the history of the child. In reading this and speaking with the family you may have some questions that you are looking for answers to.  You take these questions and then use formal and informal testing to try to answer these questions. Once you have these answers you are ready to make your goals.

Here are some examples of good goals from your peers.

Emily O wrote these. It is very clear how she made her goals when you look at the baselines. Notice that although she has two different sounds and two different goals the sounds are in very different levels of achievement. When you are writing your goals make sure that they match what you are using as your evidenced-based practice. For this student one sound is being instructed and the other sound she is looking for carryover.

 

Baseline level of performance:

  • On 1/30/19, Lilo accurately produced /r/ at the word level 2 out of 8 times (25% accuracy).
Goal II:  Lilo will increase her accuracy in the articulation of /r/ in syllables.

             II.1 Lilo will accurately produce /r/ in syllables with long vowel sounds with 90% accuracy over 10 trials.

 

Baseline level of performance:

  • On 1/30/19, Lilo produced /s/ in words with 100% accuracy on the Goldman Fristoe Test of Articulation.
  • On 1/30/19, Lilo produced 3 out of 10 (30% accuracy) /s/ correctly in connected speech.
Goal II:  Lilo will increase her accuracy in the articulation of /s/ in sentences.

             II.1 Lilo will accurately produce /s/ in sentences  90% accuracy over 10 trials.

 

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