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SLP Goal and Objectives

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by

Leia Neft

on 10 May 2013

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Transcript of SLP Goal and Objectives

S – SPECIFIC - specifically describe the skill or expected behavior as well as conditions such as tools used or amount of prompting allowed

M – MEASURABLE –describe how student progress can be measured via counting or observation

A –Use ACTION WORDS – use action words like the student “will”

R – REALISTIC & RELEVANT consider the child’s disability, his or her needs, and the contexts of educational service delivery. For example, in many IEP goals for students with milder learning differences, we write across three consecutive sessions. Considering the inconsistency of many of our AAC users as well as possibilities for absence due to medical issues, it may be more appropriate to set measurement of the target (for example) to two times per classroom activity.

T – TIME LIMITED – clearly state the time frames for expected mastery. One marking period? One IEP year? Every good IEP goal and objective should be a SMART one. Analyze and find the errors Long term goal Vs. Short term goal Create your own goal What is a goal?

In the context of a speech, a goal is the purpose of the address, and what it hopes to accomplish.

Without a goal, a speech is without direction. The goal informs the structure and content of the speech. For example, if a speech's goal is to convince people that smoking is bad for them, the speech's structure will be argumentative in nature, with claims and data to back up the goal. If a speech's goal is to entertain, it will be structured with a performance arc to hook the audience and bring them to a climax. A speech with a goal of informing the audience will keep the information unbiased and factual. Long-term goals are ones that you will achieve over a longer period of time (e.g., one semester, one year, five years, or twenty years). Short-term goals are ones that you will achieve in the near future (e.g., in a day, within a week, or possibly within a few months). goal is a desired result a person or a system envisions, plans and commits to achieve a personal or organizational desired end-point in some sort of assumed development. Many people endeavor to reach goals within a finite time by setting deadlines. Long Term Goal for Articulation/ traditional: Given a structured or unstructured classroom setting,________ 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. Long Term Goal for Fluency Awareness/ Self-monitoring: Given a structured or unstructured classroom setting, _______ 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. Long Term Goal for Auditory Discrimination: Given a structured or unstructured classroom setting, _______ will demonstrate auditory discrimination skills by (insert objective from below) with __ % accuracy over _ consecutive trials as measured by clinician/teacher observation, other informal assessments and data collection. Short Term Goal:
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. Objective:

What task/activity you will do! Long Term Goal for Articulation/ oral-motor skills:

Given a structured or unstructured classroom setting, ------- will increase speech intelligibility by use of improved oral motor characteristics and oral movements for speech sound production including (insert objectives from below) to at least 80% accuracy over 3 consecutive trials as measured by clinician observation and data collection.

Short term objectives :

Improve strength of oral musculature with lingual-labial exercises. Improve correct sound production of (*fill in target sounds) during structured speech exercises.
Improve ability to utilize and self monitor exaggerated articulatory posture.
Improve ability to maintain slow speech rate with intermittent pausing.
To increase diadochokinetic rate to normal limits.
Generalize improved articulation skills across educational and social settings. Goal:
By February 2014, given demonstration and repetition with picture/text support, Melvin will follow one- and two-step directions containing curriculum-related concepts, and answer where, when and why questions with 80% accuracy as measured by informal procedures and data collection.

Short term Objectives:

Objective 1:
Given demonstration and repetition with picture/text support, Melvin will follow one-and two-step directions containing curriculum-related concepts, including but not limited to color, spatial, quantity, size with 80% accuracy as measured by informal procedures and data collection. ("Circle the big, red number 5 next to the small letter b").

Objective 2:
Given demonstration and repetition with picture/text support, Melvin will answer where, when and why questions with 80% accuracy as measured by informal procedures and data collection.

Objective 3:
Given demonstration and repetition with picture/text support, Melvin will identify curriculum-related vocabulary by pointing to pictures from a field of 3-6 with 80% accuracy as measured by informal procedures and data collection. Goal:
By February 2014, given verbal model, repetition, verbal/tactile prompts, and picture/text support, Melvin will improve his speech intelligibility by producing targeted sounds with 80% as measured by informal procedures, when provided with fading visual, auditory, and/or tactile cues.

Objective 1:
Melvin will produce voiced continuant and stop-plosive initial consonant sounds /b,d,g,l,m,n,w,y,z/ before vowel sounds, (pre-vocalic position), when provided with fading verbal model, repetition, verbal/tactile cues, and picture/text support with 80% accuracy.

Objective 2:
Melvin will produce unvoiced continuant and stop-plosive initial consonant sounds in the final (post-vocalic) position (VC) /p,t,k,f,s/ in VC and CVC words with 80% accuracy when provided with fading verbal model, repetition, verbal/tactile prompts, and picture/text support or cued speech.

Objective 3:
Melvin will produce any medial consonant to mark the targeted consonant sounds in repetitive two-syllable words (puppy, bubble, baby) and simple two-syllable words (happy, muddy, honey) with 80% accuracy when provided with fading verbal model, repetition, verbal/tactile prompts, and picture/text support or cued speech. Too many goals!
Following directions and answering questions are different goals. Though they are both receptive language. Each should be its own objective.
Too many things to work on in one year. Overwhelm the student too much No oral motor goals? He has a severe cleft. His upper lip does not move and he has VPI. How can you work to increase intelligibiliy when physically there is a difficulty?
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