Being Flexible, Writing Goals for Clinic

Flexible

As a speech and language pathologist, as in life we need to be flexible. You will be at a work site that might do things in a different way that you may have been taught or the way the last work site had you do them. You need to adjust.

I needed to take this advice that I usually give to students to heart and recognize that there are different ways to do things. In the clinical setting, the following is the suggested way to write goals. This is from the reference book that is used by the University of Rhode Island, Source: The Survival Guide for the Beginning Speech-Language Clinician by Susan Moon Meyer. Gaithersburg, MD: Aspen Publishers, Inc. ISBN: D-8342-1116-S Writing Goals and Objectives (1)

Make sure that you are examining your short term goals and that they are achievable in the amount of time that you have in treatment.

Also, examine the goals in relationship to the research-based approach that you are using. If you do not follow the approach the way it is designed then you do not have the research behind what you are doing in treatment. So for example, if you are using The Entire World of R approach you need to make your target assessment based on the author’s protocol.

Entire world of r summary

I will put samples of great goals below as you begin to write them:

Kate wrote:

The baseline level of performance: At the start of the semester, Sean could not identify the setting or problem of a story independently. Sean scored in the developing stage (2) on the story elements category of the story retell rubric, indicating his narrative contained a restatement of some story elements with minimal connections to one another.
Goal II: Sean will improve his narrative language skills.
Objective II-1: By the end of the semester, Sean will accurately identify the setting of a story with 80% accuracy with the use of visual and tactile supports
Objective II-2: By the end of the semester, Sean will accurately identify the problem of the story with 80% accuracy with the use of visual and tactile supports.
Objective II-3: By the end of the semester, Sean will accurately include story elements in a story retell to increase his score from the developing stage (2) to the capable stage (3) on the story retell rubric
 

Baseline level of performance:

According to informal assessment at the start of the semester, Ben vocabulary was rated as in the developing stage on the 1st-3rd grade verbal expression rubric. During session 6/2/16, GQ correct defined 20% of tier two words presented from The Scarecrow’s Hat.

Goal I: Ben will increase his knowledge of tier to words to increase his expressive language
ObjectiveI-1: By the end of the semester, Ben will correctly define 80% of tier two words discussed in a TextTalk book.
Objective II-2: By the end of the semester, Ben will accurately use 80% of tier two words discussed in a TextTalk book in a sentence.
Baseline level of performance: According to an informal assessment at the start of the semester, Gary’s language conventions were rated as in the developing stage on the 1st-3rd verbal expression rubric. Additionally, results from the SPELT-3 indicated weakness in WH-question formation, possessive pronouns, and past tense verbs.
Goal III: GQ will improve his expressive language
Objective III-1: By the end of the semester, Gary will define WH question words with 90% accuracy when provided a visual cue.
Objective III-2: By the end of the semester, Gary will answer WH with an appropriate response with 80% accuracy when provided a visual cue.
Objective III-3: By the end of the semester, Gary will correctly formulate simply WH-questions when given verbal and visual cueing with 70% accuracy.
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