Goal writing can be tricky sometimes, especially when we are trying to figure just how we want to tackle a skill deficit. Luckily, for some nerdy reason 🤓, goal writing is my JAM! I always write following a S.M.A.R.T goal format. Below you will find examples of Objectives/Short Term (ST) goals.
Please feel free to use any of these as base to create goals for your students but be sure to align the goals to your student’s timeline and ability 👍🏻
Helpful posts to check out before you read: Prompts and Cues…yes, they are different
I have several resources geared to goal writing and data collection. If you feel shaky on goals you may want to checkout this mini-course. You can follow my TpT store to make sure you don’t miss and new additions as well as Instagram and Facebook where I frequently share lots of data and goal tips.
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TIP: When writing goals for lists ( vocab, categories, labeling, etc ) explicitly state the targeted words you are going to work on in the notes section of the IEP! This will make your data collection a breeze since you will know what to target. If the students masters the list, high five! Create a new list, discuss it will parents ( and IEP team if necessary), complete and amendment to the IEP and keep on rolling.
Expressive Language
-When presented with a targeted picture, STUDENT will accurately label the picture with no more than two verbal or visual prompt/cues with 80% accuracy or better over three consecutive sessions.
-When presented with a visual field of 4 pictures, STUDENT will accurately label the picture stated by the clinician with no additional prompts or cues and 70% accuracy or better over three consecutive sessions.
-After being shown a picture scene, STUDENT will state the locations of various objects by correctly using spatial basic concepts terms with no more than two verbal or visual prompts/cues and 70% accuracy or better over three consecutive sessions.
-When presented with a picture of a targeted object, STUDENT will accurately state the function of the object with no more than one verbal/visual prompt or cue with 60% accuracy or better over three consecutive sessions.
-When verbally told a list of 3 items, STUDENT will state the accurate category that the items belong to with no more than two verbal or visual prompts/cues and 70% accuracy or better over three consecutive sessions.
-When told given a targeted category, STUDENT will state at least different items that would be included in the category with no additional prompts or cues and 80% accuracy or better over three consecutive sessions.
– After being told a targeted word, STUDENT will state a correct synonym for the word with no more than two verbal or visual prompts/cues and 60% accuracy or better over three consecutive sessions.
– After being told a targeted word, STUDENT will state a correct antonym for the word with no more than two verbal or visual prompts/cues and 60% accuracy or better over three consecutive sessions.
– After being presented with pictures of two items, STUDENT will accurately state at least one way the items are similar with no more than one verbal or visual prompt/cue and 80% accuracy or better over three consecutive sessions.
-After being presented with pictures of two items, STUDENT will accurately state at least one way the items are different with no more than one verbal or visual prompt/cue and 80% accuracy or better over three consecutive sessions.
– After being shown a picture of an object, STUDENT will describe the object by stating at least three different characteristics with no more than one verbal or visual prompt/cue and 80% accuracy or better over three consecutive sessions.
– When discussing a picture scene or event in the past tense, STUDENT will accurately utilize past tense verbs in sentences with no more than verbal or visual prompt/cue and 60% accuracy or better over three consecutive sessions.
RECEPTIVE LANGUAGE
– STUDENT will accurately complete two step directions with no more than one verbal or visual prompt/cue with 80% accuracy or better over three consecutive sessions.
– After being read or reading academically appropriate information, STUDENT will identify the correct answer from 3 multiple choice options with no additional prompts/cues with 80% accuracy or better over three consecutive sessions.
SEMANTICS
-STUDENT will utilize context clue strategies to determine the meaning of unknown words in sentences with no additional prompts/cues and 80% accuracy or better over three consecutive sessions.
-When given a targeted vocabulary word, STUDENT will correctly state the meaning of the word with no additional prompts/cues with 75% accuracy or better over three consecutive sessions.
– When given a multiple meaning word, STUDENT will state at least two different meanings of the word with no more than one verbal or visual prompts/cues with 80% accuracy or better over three consecutive sessions.
PRAGMATICS
COMING SOON…
