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Social & Pragmatic Language Goal Bank

(client) will label emotions/feelings in communication partners or in pictures with 80% accuracy for 3 data collections.
(client) will use words to express their feelings independently for 80% of opportunities across 3 data sessions.
(client) will state a logical answer to what another person might be feeling based on a social situation with 80% accuracy for 3 data collections.
(client) will answer pragmatic questions about social situations during structured activities with 80% accuracy for 3 data collections.
(client) will identify a problem in a social setting/picture scene with 80% accuracy for 3 data collections.
(client) will present a solution to a problem independently with 80% accuracy for 3 data collections.
(client) will label a problem size (small, medium, big) after identifying a problem with 80% accuracy across 5 data collections.
(client) will make inferences after hearing part of a story/social situation with 80% accuracy for 3 data collections.
(client) will name a flexible thinking strategy after hearing a problem scenario/social situation in 80% of opportunities across 5 data collections.
(client) will predict what happens next after hearing part of a story/social situation with 80% accuracy across 5 data collections.
(client) will identify appropriate/inappropriate behaviors in a story/social situation with 80% accuracy for 3 data collections.
(client) will describe why a behavior is appropriate/inappropriate in a story/social situation in 80% of opportunities for 3 data collections.
(client) will use greetings and farewells by looking and verbalizing or by waving "hi"/"goodbye" for 5 consecutive sessions.
(client) will use appropriate eye contact during a conversational exchange for 5 consecutive sessions.
(client) orient his eyes toward a speaker/activity after 1 verbal prompt in 80% of opportunities across 3 data collections.
(client) will look toward a speaker when their name is called in 80% of opportunities for 3 data collections.
(client) will maintain appropriate body orientation during a single activity for 3 activities per session for 3 data collections.
(client) will request help independently in 80% of opportunities across 5 data collections.
(client) will attend to self-directed activity for at least 1 minute without abandoning or transitioning activities across 5 data collections.
(client) will attend to adult directed activity for at least 1 minute without abandoning activity across 5 data collections.
(client) will maintain conversation for 3 turns by asking a questions or commenting with no more than 1 verbal prompt for 3 data collections.
(client) will add an appropriate comment to a topic generated by a communication partner without prompting at least 10x across 3 data collections.
(client) will ask an appropriate question about topic generated by a communication partner at least 10x across 3 data collections.
(client) will participate in turn-taking with the therapist for 5 turns per opportunity with a minimum of 5 opportunities across 3 data collections.
(client) will identify signs of listener boredom or disinterest independently with 80% accuracy for 3 data collections.
(client) will use age-appropriate vocal characteristics (intonation, volume) for 80% of conversational turns during therapy sessions independently for 3 data collections.

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Speechy Musings

Speech therapy materials for pediatric SLPs

Real World Inferencing for Deducting, Problem Solving, And Comprehension

Speechy Musings June 14, 2021 2 Comments

This post may contain Amazon affiliate ads at no cost to you. See my disclosures here for more information.

If you are looking for speech therapy materials with inferencing picture scenes using evidence-based strategies, make sure to check out my Inferencing and Predicting Using Real Pictures for Speech Therapy . It includes 100 real life picture card scenarios that allow you to provide effective, direct teaching on how to make inferences from picture scenes (also available in Google Slides format for no-print or teletherapy).

If you need some quick inferencing goals, scroll down or check out my Speech-Language Therapy Goal Bank !

Inferencing and predicting with real pictures for speech therapy. Evidence-based strategies for teaching inferencing with 100 picture cards.

What are Inferences?

Inferencing is when you use clues to make a smart guess. We combine new information with our prior knowledge to make those smart guesses. Inferences are not stated outright. We have to use some deductive reasoning to make those conclusions. Usually, an inference comes from a “why” or “how” question. You have to read between the lines.

inferencing picture scenes for speech therapy

We make inferences all day long, without even realizing it! Many pragmatic language skills are tied into making inferences, such as perspective-taking. Language impairments will affect a child’s ability to make inferences, so as speech therapists, it’s important we address this need!

Inferencing vs. Predicting

Inferences are similar to predictions because they both involve coming to conclusions that are not stated outright. But, the difference between inferences and predictions is that predictions are about the future. There may not be just one answer to a prediction question, but there many be several reasonable answers to prediction questions. You still have to look at the evidence and make a conclusion, but you are doing so for an unproven event.

Evidence-Based Strategies for Teaching Inferencing

Visuals for inferencing speech therapy: inferencing is when you use clues to make a smart guess.

Current research gives us a few tried-and-true strategies to best teach inferencing to our students.

Strategy #1: Think-Alouds

Say what someone might be thinking out loud to provide a verbal model of the thought-process that occurs when making an inference. Model making inferences by highlighting key information from the inferencing picture scene and making connections with your own background knowledge (van Kleeck, Vander Woude, & Hammett, 2006).

For example, while looking at a picture, say “I think the boy in the picture feels frustrated because it looks like he is losing at the game. I feel frustrated when I lose at games. Do you?”

Strategy #2: Effective Prompting

Prompts can be a help, or they can be a crutch. Make sure you are effectively prompting to help scaffold your students to independence. There are two types of prompts recommended when teaching inferencing (Bradshaw, M. L., Hoffman, P. R., & Norris, J. A., 1998):

Cloze prompts : rephrasing questions into sentence starters

For example, say, “Why is he happy? He is happy because….”

Expansion prompts : expanding on a student’s answer

For example, expand the answer “happy” to “Yes! He is happy….because he got a new bike!”

Strategy #3: Target Inferencing Using Picture Books

Start by teaching your students what inferencing is with pictures. Once they have mastered those skills, build on their skills with other materials. You can use the same familiar visuals that I have provided in my Inferencing and Predicting Using Real Pictures for Speech Therapy product. Then, target all of the types of inferences while reading picture books (Desmarais, Nadeau, Trudeau, Filiatrault Veilleux, & Maxés-Fournier, 2013).

Example: While reading picture books, ask questions like “How are they feeling? How do you know? What are they thinking?” See below for information about different types of inferencing for more questions you could ask while reading picture books.

Strategy #4: Teach Inferencing to Improve Comprehension

Target inferencing while reading, not after, to decrease reliance on memory skills and focus on just making inferences. This also increases your ability to model think-alouds and point to relevant clues. Combine auditory and visual cues during activities (Filiatrault-Veilleux, P., Bouchard, C., Trudeau, N., & Desmarais, C., 2015).

Example: Provide a visual (like the ones included in the Inferencing and Predicting Using Real Pictures for Speech Therapy packet) and ask inferential questions WHILE reading picture books, not after. Use think-alouds consistently.

Types of Inferential Questions

There are 6 basic types of inferential questions that you can ask about any well-composed picture:

#1 Internal Response – Emotional States

Make a smart guess about how somebody feels. Ask how people or characters feel while looking at pictures or reading stories. What makes you think that they feel that way? Bonus points if you move beyond “happy” and “sad!”

#2 Internal Response – Mental States

Make a smart guess about what somebody is thinking. Ask what the people or characters might be thinking in a picture or during specific parts of a story. Again, discuss what evidence you have found that led you to that conclusion.

Make a smart guess about what a character wants/their intentions. What do they want? How can you tell?

#4 Problem Solving

Make a smart guess about how a character will solve a problem. How will they fix that? This skill leads fantastically into size of the problem activities and solving problems in the real world! Photographs are perfect to work on social inferences in speech therapy.

Make a smart guess about why something is happening or happened. Why did his ice cream melt? How do you know?

#6 Predictive

Make a smart guess about what might happen in the future. What is going to happen next? If it’s a crazy, off-the-wall prediction, don’t give them a pass and say, “Well, I guess that could happen.” It needs to be a logical prediction.

Although you now you have the tools to target inferencing with any speech therapy materials, you still might want to check out my Inferencing and Predicting Using Real Pictures for Speech Therapy . There’s nothing like a no-brainer, grab-and-go product that walks your students through proven strategies in a consistent, systematic way!

Speech Therapy Inferencing Goals

Some of these goals are great for social inferencing in speech therapy (I’m all about keeping it functional!), while others are more comprehension-based.

When given a specific behavior, NAME will identify how it makes others feel, the consequences, and how that impacts how he feels about himself with 70% accuracy and a visual or graphic organizer.
NAME will correctly identify how others are feeling and identify at least one specific visual cue in 80% of opportunities given a familiar visual and gestural cues.
NAME will make an inference and describe a visual clue that contributes to his inference, based on presented and incidental social scenarios on 4/5 opportunities provided minimal verbal cues.
Given a hypothetical social scenario and a familiar visual, NAME will describe the perspectives, intentions, thoughts, or feelings of the people involved in 70% of opportunities.

For more goal ideas, make sure to visit my speech therapy goal bank !

{thanks for reading!}

Speech therapy inferencing research and references:.

van Kleeck, A., Vander Woude, J., & Hammett, L.(2006). Fostering literal and inferential language skills in Head Start preschoolers with language impairment using scripted booksharing discussions. American Journal of Speech-Language Pathology, 15, 85–95.

Bradshaw, M. L., Hoffman, P. R., & Norris, J. A.(1998). Efficacy of expansions and cloze procedures in the development of interpretations by preschool children exhibiting delayed language development. Language, Speech, and Hearing Services in Schools, 29, 85–95.

Desmarais, C., Nadeau, L., Trudeau, N., Filiatrault-Veilleux, P., & Maxes-Fournier, C.(2013). Intervention for improving comprehension in 4-6 year old children with specific language impairment: Practicing inferencing is a good thing. Clinical Linguistics & Phonetics, 27, 540–552.

Filiatrault-Veilleux, P., Bouchard, C., Trudeau, N., & Desmarais, C. (2015). Inferential comprehension of 3-6 year olds within the context of story grammar: A scoping review. International Journal of Language & Communication Disorders, 50(6), 737–749.

Kelley, E. S. (2015). An evidence-based approach to teach inferential language during interactive storybook reading with young children EBP Briefs, 10(3), 1–10. Bloomington, MN: NCS Pearson, Inc.

About the Author

Shannon is a pediatric SLP and the creator behind Speechy Musings. As an SLP, she is most passionate about language, literacy, and AAC. Outside of being an SLP, she loves hiking, camping, dogs, and travel.

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Reader Interactions

November 13, 2023 at 2:12 PM

I’m purchasing the inferencing pictures. I see the goal/objective suggestions related to this. I’m also working on (same student) Idiomatic Expression Non-Literal Language Pragmatic Language The link to your goal bank is broken. Do you have an updated link? Do you have materials (teletherapy) for any of these other areas?

November 13, 2023 at 4:02 PM

Hi! The updated link to the goal bank is: https://speechymusings.com/goals/

I don’t have goals for many of those areas unfortunately. Hope that helps a little!

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Problem Solving Goals Speech Therapy

All children are required to solve-problems throughout their school day. Most curricula, be it the Common Core State Standards (CCSS), or various social emotional learning programs, require students to solve problems. Social communication skills also rely heavily on children’s ability to recognize and solve problems. This is why some students have problem solving goals for speech therapy or in the classroom.

Of course, problem-solving looks different at different levels of development, but opportunities to solve problems are embedded all throughout the school day, from preschool to high school.

Those Darn Squirrels Book Companion for Speech-Language Pathologists

Problem solving – levels of development.

Preschoolers are expected to follow routines, navigate materials, practice turn-taking, self-advocate, share with peers, and manage unexpected changes and feelings. Elementary school students are expected to practice perspective-taking by reading the facial expressions and body language of their peers in order to find kind solutions to problems that may arise with classmates, and to use context clues to infer the meaning of unfamiliar vocabulary to independently support their own reading comprehension. Middle and high school students are expected to identify and describe problems outlined in their reading assignments, solve complex mathematical problems, and comprehend increasingly sophisticated social interactions.

These skills are all forms of problem-solving, and they all have underpinnings in speech, language, and executive functioning – all areas speech therapists are specialized in supporting.

HOW TO WRITE GOALS FOR SPEECH THERAPY

As school-based speech-language pathologists (SLPs), we are ideally positioned to help children with their problem-solving abilities, given that many problem-solving skills are language-based, and because our therapy sessions allow us to teach our students in a small group setting with a small number of peers, or even one-on-one.

Before we dive into writing Individualized Education Program (IEP) goals that are specific to problem-solving, let’s get a quick refresher on best practices when writing speech and language goals in general.

The speech therapy IEP goals we write for our students should target the speech or language challenges they having that are preventing them from reaching the grade-level benchmarks and expectations in their classroom curriculum. The goals we choose should be informed by a good-quality speech and language assessment, which will identify both the specific difficulties a child is having with respect to their speech and language, as well as the ways in which these deficits are manifesting in the classroom.

Once we have developed a good understanding of a student’s speech and language weaknesses, and how this is impacting their academic and social success, we are ready to generate IEP goals for speech and language therapy.

While it can be tempting to recycle IEP goals from other students with similar needs, or to use a goal bank to generate goals, we should be using these sources as a starting point at most when writing long-term goals (and short-term objectives, if applicable); remember that the “I” in IEP stands for “individualized.” Every child is unique, with their own strengths, weaknesses, and personality; and the goals we write for them should reflect this.

The IEP goals we write should be SMART: specific, measurable, attainable, relevant, and time-bound. Let’s quickly go through what each of these qualifiers mean.

Specific means that the skill should be observable, and measurable. It should be described using teacher- and parent-friendly language. We can also include any stimuli we’ll provide (prompts, verbal cues, and visual cues) with examples as needed.
Measurable means we need to outline the criteria and conditions under which we’ll measure the child’s performance. This can include accuracy levels (e.g., percentages, number of trials, the number of consecutive sessions the student will demonstrate the skills), and under what conditions we should measure the child’s ability to demonstrate this skill. For example, if a child is learning how to use a strategy to manage annoying peers that involves going through a set of steps, do we expect them to demonstrate this skill in a busy classroom, or in the context of a quieter therapy room with two other peers?
Attainable means that we can reasonably expect the child to achieve this goal within the allotted timeframe, based on our clinical judgement, knowledge of developmental norms, and input from other members of the child’s team.
Relevant means that the goal should be related to supporting the student with a skill they need in order to be more successful in the classroom setting. This can be a skill found in the CCSS or other curricula, or any skill that is part of the expectations for that student in the classroom. Our goal should be a speech or language-based component of a larger skill, and can be a building block towards a more complex skill. Goals can also target a child’s ability to use a compensatory strategy if there is a reason they can’t demonstrate a particular skill in the classroom.
Time-bound means that we expect the child to reach the goal within 12 months, when the IEP has to be renewed.

How to Write IEP Goals Workbook

Examples of problem solving goals for speech therapy.

Now that we know that SLPs can help to support children with the language- and executive functioning-based underpinnings of problem-solving, and we know how to write SMART IEP goals, let’s look at a few examples.

Liam is a preschooler with expressive language delays. Because of his expressive language challenges, he is not making requests in the classroom to get his basic needs met, such as asking for help putting his shoes on after nap time or asking teacher to open containers like his milk at lunch. Liam gets frustrated and cries often. His teachers would like him to problem-solve by asking for help in times like this. Here is a potential goal we could write for Liam:

“Within one year, Liam will ask for help/desired items using short phrases (e.g., “help me please”, “can I have (item)”, “open please”) in the classroom setting with faded models in 3 out of 4 observed opportunities, over three consecutive school days, as measured by the speech therapist and/or classroom teacher.”

Maya is a third-grader with pragmatic language and executive functioning challenges. She is having a difficult time problem-solving and managing her reactions when she perceives other children in her class to be annoying her. Because of this, Maya is often having big reactions, including aggression, in the classroom where her teacher needs to co-regulate her 1:1, which is taking away from instruction time for the other students and is negatively impacting Maya’s social interactions and friendships with her classmates. Here is a potential goal we could write for Maya:

“By the end of the school year, Maya will correctly use a 5-step strategy (ignore, move away, ask nicely, ask firmly, get a teacher to help) to manage her classmates’ behaviors she finds distracting or annoying independently during role playing scenarios in the therapy room with one to two other peers in 4 out of 5 trials over 5 consecutive sessions, as measured by the speech therapist.”

Malcolm is a sixth-grader who has a language disorder which is impacting a variety of skills, including his reading comprehension. His teacher reported that Malcolm has particular difficulty responding to comprehension questions when there are idioms and metaphors in the text, and he does not know how to use strategies when he encounters this type of language. A comprehensive language assessment confirmed that Malcolm has difficulty comprehending figurative language. Here is a potential goal we could write for Malcolm:

“In one year, Malcom will use context clues in reading passages to choose the correct meaning of 30 previously unfamiliar idioms and 30 previously unfamiliar metaphors, each from a field of 5 multiple choice answers with a minimum of 90% accuracy as measured by the speech therapist.

Remember that your speech therapy goals will look different, based on the specific needs and profile of your student!

CONCLUSION ON PROBLEM SOLVING SPEECH THERAPY GOALS

Problem-solving is an important skill to help children develop, and speech therapists play a key role in helping them achieve their goals. From preschoolers learning how to ask for help when needed, to third graders managing social interactions with peers and sixth graders comprehending complex language structures – problem-solving can be applied across all ages. With the right SMART IEP goal writing strategy and techniques from cognitive neuroscience principles, SLPs are well-equipped to support students of any age to reach their fullest potential. It’s up to us as practitioners to ensure that we provide our clients with the best possible care so they can continue on their road toward success!

The Problem Solving Speech Therapy Goals article was written by Jane Clapp, MA, CCC-SLP. She has worked as a pediatric speech-language pathologist in New York City schools for over 20 years. She is the creator of StoryWhys book companions, which help SLPs provide high-quality, literature-based language therapy with elementary aged students. You can find resources, ideas, and information for busy SLPs on her blog, StoryWhys.com

Social Pragmatics Goals Speech Therapy

List of Strengths and Weaknesses for IEPs

Written Expression IEP Goals

Daily Living Skills – Goals and Objectives

Social Emotional IEP Goals

Behavior IEP Goals

Self Regulation IEP Goals

Executive Function IEP Goals

Fine Motor IEP Goals

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Speech Therapy Goals: Examples for Success In All Categories

This step by step guide has everything you need for appropriate and successful speech therapy goals. It includes sample goals for expressive and receptive language, articulation, fluency, and more.

Speech Therapy: Getting Started

Table Of Contents

Before a goal is created, it is essential to determine what specific area of communication is in need of support. A speech therapist or speech language pathologist (SLP) will traditionally begin with a formal speech assessment.

The therapist will use a variety of assessment tools to screen for speech and language disorders.

How Do Speech Therapists Create Goals?

Based on the results of the initial assessments, the SLP will create goals based on the areas of communication that are in need of support.

Because speech and language is complex, no one goal or suggested treatment plan is the same. Goals are designed to be specific to the individual and are created to support speech development over stated time frames.

What Are The Different Types Of Speech Therapy Goals

Speech therapy goals tend to fall into any one of the following categories:

Expressive Language
Receptive Language
Articulation
Social Pragmatic

You’ll find examples of successful goals in each category below.

Expressive Language Goals In Speech Therapy

Expressive language refers to how your child uses speech to express themselves. Expressive language difficulties may present as poor eye contact, struggles when interacting with other children and a limited number of spoken words.

Here are some examples of expressive language goals:

Learner will imitate 1-2 word utterances 10x times per session for 3 sessions.
Learner will imitate 10 different two word phrases to request, protest, comment, or get attention over 3 consecutive sessions.
Learner will use 2-3 word phrases 80% of the time to participate in play and shared book reading across 3 data collections.
Learner can produce a complete, relevant sentence about a given stimuli in 80% of the time across 3 data collections.
Learner can produce complete, grammatical sentences of 4+ words within structured activities in 80% of opportunities across 5 data collections.
Learner will independently label age-appropriate objects with 80% accuracy across 3 separate data collections.
Learner will name a described object with 80% accuracy across 3 separate data collections.
Learner will answer what/where/when/who/why questions about pictures or play with 80% accuracy across 3 data collections.
Learner answers how questions accurately to include multiple steps (for example: how do you brush your teeth? how do you feed your dog?) with 80% accuracy across 3 data collections.
Learner can retell stories to include 80% of relevant details across 3 data collections.

Receptive Language Goals

Receptive language refers to a child’s ability to understand language. Receptive language difficulties often present similarly to expressive language difficulties, including poor eye contact and difficulty interacting with other children.

These are examples of receptive language goals:

Learner will identify age-appropriate objects/pictures from a field of three with 80% accuracy for 3 data collections.
Learner will identify 10 items from each category: body parts, clothing, personal care items, home items, school items, with 80% accuracy per category for 3 data collections.
Learner will identify an action picture out of field of 3-4 in 80% of opportunities for 3 data collections.
Learner will match objects or pictures to category when given 3-4 categories with 80% accuracy for 3 data collections.
Learner will identify a picture that doesn’t belong in a category with 80% accuracy for 3 data collections.
(client) will demonstrate comprehension of negation in sentences with 80% accuracy for 3 data collections.
Learner will follow single step directions when paired with a gesture cue in 80% of opportunities for 3 data collections.
Learner will follow single step directions without the support of gesture cues within familiar routines in 80% of opportunities for 3 data collections.
Learner will follow 2-step directions when paired with a gesture cue in 80% of opportunities for 3 data collections.
Learner will follow 2-step directions without the support of gesture cues within familiar routines in 80% of opportunities for 3 data collections.

Examples Of Articulation Goals In Speech Therapy

Articulation in speech therapy refers to a child’s ability to make sounds. This includes all elements involved in the production of sounds – the coordinated movements of the lips, tongue, teeth, palate, and respiratory system.

Here are examples of articulation goals in speech therapy:

Learner will produce [desired sound] in the initial position in words/phrases/sentences with accurately in 80% of opportunities for 3 data collections.
Learner will produce [desired sound] in the medial position in words/phrases/sentences accurately in 80% of opportunities for 3 data collections.
Learner will produce [desired sound] in the final position in words/phrases/sentences accurately in 80% of opportunities for 3 data collections.
Learner will produce single words with 80% intelligibility during therapy session for 3 data collections.
Learner will produce sentences with 80% intelligibility during therapy session for 3 data collections.
Learner will imitate vowel sounds in 80% of opportunities for 3 data collections.
Learner will imitate consonants /p, b, m, t, d, n, k, g, h, w/ as single sounds in 80% of opportunities for 3 data collections.
Learner will imitate /p, b, m, t, d, n, k, g, h, w/ in reduplicated CVCV combinations (dada, moo moo, etc) in 80% of opportunities for 3 data collections.
Learner will imitate /p, b, m, t, d, n, k, g, h, w/ in variegated CVCV combinations (hippo, bunny, etc) in 80% of opportunities for 3 data collections.
Learner will imitate /p, b, m, t, d, n, k, g, h, w/ in VC combinations (up, in) in 80% of opportunities for 3 data collections.

Fluency Goals

Fluency is used in Speech Pathology to describe sounds and words and phrases when joined together. This is essentially a child’s ability to speak easily and smoothly.

Fluency goals in speech therapy include:

Learner will demonstrate appropriate skills for communication effectiveness in conversation (eye contact, appropriate rate of speech, appropriate vocal volume, appropriate listening/waiting) during 1 conversation for 3 data collections.
Learner will identify fluency-enhancing strategies including slow speech and thinking of words before speaking) for in 80% of opportunities for 3 data collections.
Learner will introduce himself to another person using appropriate eye contact and skills for effective communication independently at the beginning of 1 conversation for 5 data collections.
Learner will identify appropriate modifications to speech production (fast/slow, bumpy/smooth, loud/quiet) with 80% accuracy for 3 data collections.
Learner will share information about stuttering and stuttering treatment techniques with a peer or adult with no more than minimal prompting during 1 conversation across 3 data sessions.

Social Pragmatic Language Goals In Speech Therapy

A child’s pragmatic language involves the language skills that we use in everyday interactions with others. Conversational skills, non-verbal communication skills, understanding non-literal language, and interpreting and expressing emotions are all elements of social pragmatic language.

Typical social pragmatic goals include:

Learn will demonstrate the ability to label emotions/feelings in communication partners or in pictures with 80% accuracy for 3 data collections.
Learner will use words to express their feelings independently for 80% of opportunities across 3 data sessions.
Learner will state a logical answer to what another person might be feeling based about a social situation with 80% accuracy for 3 data collections.
Learner will identify a problem in a social setting/picture scene with 80% accuracy for 3 data collections.
Learner will make inferences after hearing part of a story/social situation with 80% accuracy for 3 data collections.
Learner will participate in turn-taking with the therapist for 5 turns per opportunity with a minimum of 5 opportunities across 3 data collections.
Learner will identify signs of listener boredom or disinterest independently with 80% accuracy for 3 data collections.

Related Post : Social Pragmatic Goals In Speech Therapy: Everything You Need To Know

Examples Of Speech Therapy Goals In Practice

You can learn more about how these goals are formed and used in speech therapy in this video.

More Speech Therapy Resources

Speech Therapy For An Older Child

Speech Therapy At Home

Fig urative Language Activities

Allusion Sentence Examples And Activities

Shawna Wingert is a former training and development professional turned education specialist, and has homeschooled her two children for the last ten years.Shawna has written four books about homeschooling unique learners and has been featured in homeschooling discussions on Today.com, The Mighty, Simple Homeschool, My Little Poppies and Raising Lifelong Leaners.

You can find her online here at DifferentByDesignLearning.com.

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What is Neurodiversity?

The concept of neurodiversity acknowledges that brain differences are natural and that conditions like autism, adhd, or stuttering are variations of the human brain, not deficits..

This concept is crucial to recognize in our field, as many speech-language pathologists (SLPs) treat individuals who identify as neurodivergent and are also the ones who provide support to their caregivers/families.

More recently, many SLPs have deliberately made the "switch" to a neurodiversity-affirming approach, which obviously includes goal writing! Part of implementing this approach involves educating oneself on the meaning and scope of neurodivergence and the experiences of neurodivergent individuals.

A message for clinicians who are exploring this approach for the first time: If you are unfamiliar with neurodiversity-affirming principles, that is okay! Changing a method of therapy that you’ve been accustomed to and formally educated on can take time and understanding. Many, if not all of us have been there. The important thing is that you are here and that you are interested in learning more to better your practice and increase your connection with your clients. Here, you can read more about what it means to be a neurodiversity-affirming therapist!

⭐ Looking for more neurodiversity-affirming resources and support?

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Tips for Writing Neurodiversity-Affirming Speech Therapy Goals

In the world of speech therapy, adopting a neurodiversity-affirming approach is not just a method but a philosophy that respects and values the differences in how individuals communicate and perceive the world. Therefore, it is important to remember that there isn’t a ‘set’ rule of thumb as to how neurodiversity-affirming goals should be written, but more of a general guideline of principles to consider when you sit down to write your goals . These principles focus on ways to look through a lens that highlights our client’s differences as strengths versus acknowledging these differences as disorders that need to be fixed.

Considerations when writing neurodiversity-affirming goals:

Goals should be…

Personalized to the individual

Goals should focus on what is most meaningful and useful to the individual (this translates to: target what is most functional, and/or skill areas the client expresses interest in working on ). For instance, how can you write a goal for a client who expresses an interest in better understanding social cues so they can feel more comfortable knowing when to exit a conversation? Perhaps try one that involves learning to make environmental inferences. Why? For one, it is a functional skill that can be applied across contexts and secondly, this may also support the client’s understanding of the different variations of body language/phrases that are consistent with leaving an interaction.

Empowerment-focused versus "normalizing":

Goals should refrain from pushing neurodivergent clients to conform to "typical" speech patterns and focus on empowering them to communicate in ways that are most effective for them. For example, a client who has had limited success with therapy goals that solely focus on communicating via oral language (verbally), may benefit from exploring augmentative and alternative communication (AAC), such as a speech-generating device . This client may have an increased quality of communication and effectiveness when using other communication modalities that are more suitable for their needs.

Inclusive and collaborative:

Whenever possible, involve the client and/or their families in the development of their goals/treatment plan! This collaboration can contribute to a sense of assurance with a focus on goals that are aligned with the client’s individualized aspirations and needs. The role of the client and family ensures that the plan is individualized, goal-oriented, culturally and contextually relevant and that it empowers the client within their unique communication journey. We like to use our PDF fillable ethnographic interview to help obtain some of this personal information about our clients' home lives and routines.

Flexible and adaptable (if needed):

Goals should be worded/sequenced in a way that recognizes that needs and preferences can change over time. Therefore, goals should balance between being adaptable while also recognizing that future goals may go in a different direction. In addition to goals being adaptable, we as clinicians should also be adaptable! For example, you may have a client who has an interest relating to baking; however, you’ve received input from his family that this interest has recently decreased. Rather than writing the client’s goal to say, [Name] will notify an adult by stating/pointing to an unexpected problem/unexpected event, within a kitchen/food prep setting, in 4 out of 5 opportunities , you may want to consider making it more adaptable to other contexts/settings. You could try something like, [Name] will notify an adult by stating/pointing to an unexpected problem/unexpected event, within a natural home setting (e.g., kitchen, living room, bedroom, etc.), in 4 out of 5 opportunities.

Writing Neurodiversity-Affirming Goals

In this article, we focus on writing goals speech therapy goals that are consistent with a neurodiversity-affirming approach. Below we have provided goals that reflect a traditional (sometimes referred to as ableist ) approach to treatment, followed by those that are neurodiversity-affirming. First, we will dive into how these goals can be structured:

As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement.

*Also commonly included is consistency (we incorporate this!). Aka does the individual have to meet a specific criterion more than once? A common example of this may include across 3 consecutive sessions. This is usually something understood by the therapy organization/service provider and is sometimes/sometimes not included in the written goal itself. This is to ensure that the skill has been generalized and provides more reliable data that the skill has been properly mastered.

DO Statement

What the client is actually going to DO and the specific skill they will be working towards.

Example : will request additional information related to a subject area of interest

CONDITION Statement

The specific setting and/or context your client will work on this skill.

Example : within different academic environments (e.g., classroom setting)

CRITERION Statement

How the client’s performance will be measured.

Example : in 80% of opportunities

DO + CONDITION + CRITERION

Complete example : [Client] will request for additional information related to a subject area of interest, within varied academic environments (e.g., classroom setting), in 80% of opportunities.

There you have it! An example using our Goal Writing Formula containing the DO + CONDITION + CRITERION (don’t forget to think about consistency!) for writing neurodiversity-affirming goals.

Neurodiversity-Affirming Speech Therapy Goal Bank

Below, check out some of our neurodiversity-affirming goals for various areas of treatment. They include what a traditional approach to writing the goal may look like, followed by neurodiversity-affirming examples.

Perspective Taking

Traditional Approach : Teach standard ways of interpreting social situations and only consider the perspectives of others.

Neurodiversity-Affirming: Speech Therapy Goal Example 1

[Client] will identify their opinion about a particular subject/topic, when asked their perspective and when provided with a visual support, in 8 out of 10 opportunities.

Neurodiversity-Affirming: Speech Therapy Goal Example 2

[Client] will state their perspective related to a particular subject/topic, then state the (suspected) perspective of their communication partner, following a group conversation activity, in 4 out of 5 opportunities.

Body Autonomy (AAC)

Traditional Approach : The clinician uses an AAC prompting hierarchy that involves hand-over-hand prompts to target/achieve a communication goal.

[Client] will use a multimodal communication approach to express information about a preferred topic/interest, within varied contexts and settings, in 90% of opportunities.

[Client] will use the phrase “I need help,” to request assistance, following a clinician’s model, during routine tasks/activities, in 80% of opportunities.

Problem-Solving

Traditional Approach : Incorporates “problem” targets that are solely focused on ableist perspectives (e.g., Teaching that not having friends and/or eating lunch alone is considered a problem needing a solution).

[Client] will identify problems related to community safety, when presented with real picture scenes, in 8 out of 10 trials.

[Client] will state the cause of a functional problem, then state 1-2 preventative techniques, during therapy tasks, with 90% accuracy.

Self-Regulation

Traditional Approach : Teach outdated self-regulation techniques (e.g., eliminate stimming behaviors), irrespective of individual sensory preferences.

[Client] will identify (e.g., point to) settings where they feel most comfortable, when presented with a visual, in 75% of opportunities.

[Client] will state how they are feeling and if there is anything they need (e.g., “I feel anxious. I need my fidget.”), during a feeling scan activity or spontaneously, in 4 out of 5 of opportunities.

Self-Advocacy

Traditional Approach : Focus on adapting the individual to existing environments without necessarily advocating for personal needs or changes.

[Client] will request an accommodation related to work/school, within familiar settings (e.g., internship), in 80% of opportunities.

[Client] will state if she did not understand her communication partner’s message and request for clarification/repetition/ rephrasing, within conversational interactions, in 90% of opportunities.

Self-Awareness

Traditional Approach : Aim to increase awareness of how one's actions are perceived only according to neurotypical standards and expectations.

[Client] will state foods that they like, dislike, or have an allergy/food sensitivity to, when presented with menu options, across structured/unstructured settings, in 90% of opportunities.

[Client] will identify academic areas that they would like to improve or access more information about, during college preparation tasks, 4 times per treatment quarter.

Traditional Approach : Concentrate primarily on achieving fluent speech.

[Client] will research stuttering support channels (e.g., Instagram accounts of people who stutter [PWS]) and indicate if they are helpful/not helpful, within a clinical setting or as a home task, 5 times during the treatment period.

[Client] will complete a self-reflection about his stuttering experience across the week, within his home or educational setting, at least 1 time each week.

Social Communication

Traditional Approach : Only introduce neurotypical social communication norms and "appropriate" behaviors.

[Client] will introduce a conversational topic surrounding a shared interest between him and his communication partner, during various social interactions, in 4 out of 5 opportunities.

[Client] will describe a personal special interest to an unfamiliar/familiar communication partner, within leisure/social settings, with 80% opportunities.

While neurodiversity-affirming approaches are valuable, it's important to recognize that some neurodivergent (or neurotypical) individuals may prefer more traditional methods of therapy instruction or communication. For example, you may have a client who stutters and would prefer to work on increasing fluency. Every individual is unique, and what works best and is preferred by one person may not be the same for another. It's crucial to respect these preferences and tailor approaches accordingly. For some, traditional methods might provide a sense of structure or familiarity that is comforting or more effective in meeting their specific needs. Ultimately, the choice of therapy method should be guided by the individual's personal comfort, needs, and preferences, ensuring that they feel supported and empowered in their journey. A neurodiversity-affirming approach honors just that!

Looking for MORE neurodiversity-affirming goals and resources?

Check out our top-rated ⭐⭐⭐⭐⭐ comprehensive Self-Determination Goal Bank , covering the areas of:

Choice & decision making
Goal setting
Problem solving
Self-advocacy
Self-awareness
Self-efficacy
Self-regulation

This goal content AND hundreds of pages of other resources (like our Ethnographic Interview ) are now available in our time, energy, and cost-saving Premium Community !

References/further resources

Burch, J. (2023, November 9). Affirming neurodivergence: no more ‘quiet hands.’ The ASHA LeaderLive. Retrieved November 30, 2023, from https://leader.pubs.asha.org/do/10.1044/leader.MIW.28112023.slp-neurodiverse-treatment.30/full/

Cleveland Clinic. (2022, June 2). Neurodivergent. Retrieved from https://my.clevelandclinic.org/health/symptoms/23154-neurodivergent

Communication Community. (2023, December 1). How to be a neurodiversity-affirming speech therapist? Retrieved from https://www.communicationcommunity.com/how-to-be-a-neurodiversity-affirming-speech-therapist/

Communication Community. (2023, February). Self-Determination and Self-Advocacy Goals and Resources. Retrieved from https://www.communicationcommunity.com/self-determination-and-self-advocacy-goals-and-resources/

Communication Community. (2023, April 21). What is neurodiversity? Retrieved from https://www.communicationcommunity.com/what-is-neurodiversity/

Cross Country. (2023, September). SLP Goals: Neurodiversity-Affirming Speech Therapy. Retrieved from https://www.crosscountry.com/blog/slp-goals-neurodiversity-affirming-speech-therapy?

DeThorne, L., & Searsmith, K. (2020). Autism and neurodiversity: Addressing concerns and offering implications for the school-based speech-language pathologist. Perspectives of the ASHA Special Interest Groups, 6, 1–7. https://doi.org/10.1044/2020_PERSP-20-00188

Dodd, A. (2023, April 19). Neurodiverse applicants are revolutionizing the hiring process. Quartz. Retrieved from https://qz.com/work/1981466/neurodiverse-applicants-are-revolutionizing-the-hiring-process/

Forbes Business Council. (2023, March 7). Why it's important to embrace neurodiversity in the workplace and how to do it effectively. Forbes. Retrieved from https://www.forbes.com/sites/forbesbusinesscouncil/2023/03/07/why-its-important-to-embrace-neurodiversity-in-the-workplace-and-how-to-do-it-effectively/?sh=6417d0eb4669

National Autism Resource and Information Center, & Autistic Self Advocacy Network. (n.d.). A curriculum for self advocates. Retrieved from https://autisticadvocacy.org/wp-content/uploads/2015/02/CurriculumForSelfAdvocates_r7.pdf

Sauers, J. (2023, November). Incorporating neurodiversity-affirming approaches. The Respectful SLP.

Therapist Neurodiversity Collective. (2023, July 17). Reassessing autistic social intelligence: Challenging the status quo of social skills training. Retrieved from https://therapistndc.org/therapy/social-skills-training/

Yu, B., & Sterponi, L. (2022). Toward neurodiversity: How conversation analysis can contribute to a new approach to social communication assessment. Language Speech and Hearing Services in Schools, 54(1), 27–41. https://doi.org/10.1044/2022_LSHSS-22-00041

How to Write Play Skills Goals [with goal bank]

Types of Figurative Language

Early Intervention and Speech Therapy: What to Expect

Core Word Books for AAC

Cognition and Speech Therapy: Addressing Cognitive-Communicative Deficits

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Home » Blog » General » Understanding the Role of Speech Therapy in Problem Solving Development

Understanding the Role of Speech Therapy in Problem Solving Development

Keywords: speech therapy, problem solving

I. Introduction

Problem-solving skills play a crucial role in our everyday lives. From making decisions to resolving conflicts, these skills enable us to navigate through various challenges. However, for individuals with speech and language disorders, developing effective problem-solving abilities can be a significant challenge. This is where speech therapy comes in. In this blog post, we will explore the role of speech therapy in problem-solving development and how it can help individuals overcome communication barriers and enhance their problem-solving skills.

A. Importance of Problem-Solving Skills in Everyday Life

Problem-solving skills are essential for individuals of all ages. From a young age, we encounter various situations that require us to think critically, analyze information, and come up with effective solutions. Whether it’s figuring out how to complete a puzzle or resolving conflicts with friends, problem-solving abilities are crucial for personal, academic, and professional success.

B. Role of Speech Therapy in Problem-Solving Development

Speech therapy plays a vital role in supporting individuals with speech and language disorders in developing their problem-solving skills. By addressing underlying communication difficulties, speech therapists can help individuals improve their ability to express themselves, understand others, and engage in effective problem-solving strategies.

II. Understanding Speech Therapy

A. definition and purpose of speech therapy.

Speech therapy, also known as speech-language therapy, is a specialized form of therapy that focuses on assessing, diagnosing, and treating communication disorders. The primary goal of speech therapy is to improve an individual’s ability to communicate effectively, both verbally and non-verbally.

B. Common Speech and Language Disorders

Speech and language disorders can manifest in various ways, impacting an individual’s ability to communicate and, consequently, their problem-solving skills. Some common speech and language disorders include:

Articulation disorders: difficulties with pronouncing sounds and forming words correctly.
Language disorders: challenges with understanding and using language effectively.
Fluency disorders: disruptions in the flow of speech, such as stuttering.
Voice disorders: abnormalities in pitch, volume, or quality of the voice.

III. Speech Therapy and Problem Solving

A. connection between speech and language skills and problem-solving abilities.

Speech and language skills are closely intertwined with problem-solving abilities. Effective communication involves not only expressing oneself clearly but also understanding others, interpreting social cues, and adapting to different situations. Individuals with speech and language difficulties may struggle with these essential components of problem-solving, making it challenging for them to navigate through everyday life.

B. How Speech Therapy Can Enhance Problem-Solving Skills

Speech therapy provides individuals with the necessary tools and strategies to improve their communication skills, thereby enhancing their problem-solving abilities. Through targeted interventions, speech therapists work on improving language comprehension, expressive language skills, social communication, and cognitive-linguistic abilities. By addressing these areas, individuals can develop the foundation needed for effective problem-solving.

IV. Techniques Used in Speech Therapy for Problem Solving

Speech therapists utilize various techniques and approaches to support individuals in developing their problem-solving skills. Some common techniques include:

A. Communication Strategies

Speech therapists teach individuals effective communication strategies, such as using visual aids, gestures, and alternative communication systems (e.g., augmentative and alternative communication devices). These strategies help individuals overcome communication barriers and express their thoughts and ideas more effectively, facilitating problem-solving.

B. Cognitive-Linguistic Exercises

Cognitive-linguistic exercises focus on improving cognitive skills, such as attention, memory, reasoning, and problem-solving. Speech therapists incorporate these exercises into therapy sessions to enhance an individual’s cognitive abilities, which are essential for effective problem-solving.

C. Social Skills Training

Social skills training is a crucial component of speech therapy for individuals with speech and language disorders. By teaching social communication skills, such as turn-taking, active listening, and perspective-taking, speech therapists help individuals navigate social interactions and problem-solving situations effectively.

V. Collaborative Approach in Speech Therapy

A. working with parents and caregivers.

Speech therapy is most effective when it extends beyond the therapy room. Speech therapists work closely with parents and caregivers to ensure that strategies and techniques learned in therapy are reinforced and practiced in everyday situations. By involving parents and caregivers, speech therapists create a collaborative approach that maximizes the impact of therapy on problem-solving development.

B. Collaboration with Other Professionals

Speech therapists often collaborate with other professionals, such as educators, psychologists, and occupational therapists, to provide comprehensive support to individuals with speech and language disorders. This interdisciplinary approach ensures that all aspects of an individual’s development are addressed, including problem-solving skills.

VI. Benefits of Speech Therapy in Problem Solving Development

A. improved communication skills.

One of the primary benefits of speech therapy is improved communication skills. As individuals develop their speech and language abilities, they can express themselves more effectively, understand others better, and engage in meaningful conversations. These enhanced communication skills directly contribute to improved problem-solving abilities.

B. Enhanced Cognitive Abilities

Speech therapy interventions, such as cognitive-linguistic exercises, can enhance an individual’s cognitive abilities. By improving attention, memory, reasoning, and problem-solving skills, speech therapy helps individuals develop the cognitive foundation necessary for effective problem-solving.

C. Increased Self-Confidence and Self-Esteem

Individuals with speech and language disorders often experience challenges in social interactions, which can impact their self-confidence and self-esteem. Through speech therapy, individuals gain the skills and strategies to navigate social situations and communicate effectively. As a result, their self-confidence and self-esteem improve, enabling them to approach problem-solving tasks with a positive mindset.

VII. Conclusion

A. recap of the role of speech therapy in problem-solving development.

Speech therapy plays a crucial role in supporting individuals with speech and language disorders in developing their problem-solving skills. By addressing communication difficulties, speech therapists provide individuals with the necessary tools and strategies to express themselves, understand others, and engage in effective problem-solving strategies.

B. Encouragement to Seek Professional Help for Speech and Language Concerns

If you or someone you know is experiencing speech and language difficulties that are impacting problem-solving abilities, it is essential to seek professional help. Speech therapists are trained professionals who can assess, diagnose, and provide targeted interventions to support individuals in their communication and problem-solving development.

Start your EverydaySpeech Free trial today and take the first step towards enhancing problem-solving skills through speech therapy.

Preparing for Success: Enhancing Social Communication in Grade 12

Preparing for Success: Enhancing Social Communication in Grade 12 Key Takeaways Strong social communication skills are crucial for academic success and building meaningful relationships in Grade 12. Social communication includes verbal and non-verbal communication,...

Preparing for Success: Enhancing Social Communication in Grade 12 Preparing for Success: Enhancing Social Communication in Grade 12 As students enter Grade 12, they are on the cusp of adulthood and preparing for the next chapter of their lives. While academic success...

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Simple Sequencing Goals for Speech Therapy (IEP Goal Bank)

If you’re looking for great IEP goals to work on sequencing goals for speech therapy, then I’ve got you covered!

Plus I’ve compiled some general sequencing info as well as a list of free resources to take the work and stress out of your therapy planning this year!

Sequencing Goals for Speech Therapy: Effective Strategies and Techniques

Sequencing goals in speech therapy are essential for helping individuals improve their communication skills and overall language development.

These goals aim to enhance a person’s ability to understand and use language sequentially, enabling them to effectively communicate their thoughts and ideas.

By targeting sequencing goals, speech therapists can help their clients generalize these skills into everyday life, making it easier for them to interact with others and engage in various social situations.

Key Takeaways

Sequencing goals are vital in improving communication skills through the use of language in a logical and sequential manner.
Speech therapists create individualized treatment plans that target sequencing goals while incorporating essential life skills.
A well-rounded therapy program helps clients develop independent work and communication skills applicable to daily life situations.

Understanding Speech Therapy Goals

An essential aspect of effective IEP goals is that they are a written goal that is clear and measurable. This allows us, as professionals, to track our students’ progress and adjust the therapy approach as needed.

When writing IEP goals, we commonly consider the following components:

Specific skill targeted : The goal should clearly state the particular area in which the student is expected to improve with a what the student will do statement.
Measurable criteria : The goal should include a quantifiable aspect, such as a percentage or frequency, to help track progress.
Attainable – The goal is achievable and is realistic for your student or client to reach. Along with any support the student may need to achieve the goal.
Relevant to a student’s individual needs : The goal should focus on skills that are meaningful to the student’s growth and development in communication.
Time-bound : The goal should include a time frame for achieving the expected improvement.

In the context of speech therapy, sequencing goals are often critical. Sequencing is a fundamental skill necessary for understanding and organizing information and plays a crucial role in narrative development.

Effective IEP goals for targeting sequencing may include:

Improving the student’s ability to retell stories in a logical and sequential way.
Enhancing the student’s understanding of story structure by identifying main ideas and key details.
Strengthening the student’s ability to sequence daily routines, such as getting dressed or brushing their teeth.

As we develop and implement speech therapy goals, it is important to remember that collaboration with other professionals, such as classroom teachers and parents, is critical for success. By working together, we can create a supportive environment that promotes the development and achievement of our student’s goals.

Role of Speech-Language Pathologists When Working on Sequencing Goals

One key area that we often work on is sequencing . This skill is essential for individuals to communicate effectively and understand complex information. We develop personalized therapy plans and support clients as they progress through various sequencing goals related to their specific needs.

There are several components to consider when addressing sequencing in speech therapy:

Story structure : We help individuals understand the organization of stories and how events typically unfold.
Main ideas : We teach clients to identify central themes and messages in different types of communication.
Key details : We work with clients to pick out important facts and figures from a larger body of information.

In addition to these components, different sequencing activities are employed to target a client’s specific needs. Some examples include:

Real-life scenarios: We design exercises based on daily tasks, such as making a sandwich, tying shoelaces, or brushing teeth.
Puzzles and games: We use enjoyable activities to engage clients and motivate them to improve their sequencing skills.
Visual aids: We incorporate visual tools like cards and charts to visually demonstrate the correct order of steps in a process.

10 Sequencing Speech Goals

When it comes to optimizing goal writing for sequencing goals in speech therapy, we need to focus on creating specific, measurable, attainable, relevant, and time-bound (SMART) objectives.

Effective goal writing should facilitate individualized and targeted therapy sessions that directly address each patient’s unique needs.

Sequencing Words and Phrases

By [date], given a set of three unrelated words or phrases, STUDENT will verbally sequence them into a coherent and grammatically correct sentence with 80% accuracy in 4 out of 5 opportunities.

Sequencing Story Events

By [date], when presented with a short story or passage, STUDENT will verbally identify and sequence the main events in the correct order with 80% accuracy in 4 out of 5 opportunities.
By [date], given a story or activity, STUDENT will sequence the story or activity that includes # parts with 80% accuracy in 4 out of 5 opportunities.

Sequencing Multi-Step Directions

By [date], STUDENT will follow multi-step verbal directions in the correct sequence, containing up to three steps, with 80% accuracy in 4 out of 5 opportunities.

Sequencing Conversational Turn-Taking

By [date], during a structured conversation , STUDENT will take turns speaking in a sequence, waiting for a pause in the conversation before contributing, with 80% accuracy in 4 out of 5 opportunities.

Sequencing Phonological Patterns

By [date], when presented with a series of phonemes or syllables, STUDENT will verbally sequence them to form a target word, demonstrating correct articulation and phonological patterns, with 80% accuracy in 4 out of 5 opportunities.

Sequencing Narrative Elements

By [date], STUDENT will create and verbally express a cohesive narrative that includes a clear beginning, middle, and end, with l ogical sequencing of events , achieving 80% accuracy in 4 out of 5 opportunities.
By [date], given visual cues (e.g., sequencing cards) and a story, STUDENT will sequence the story including problem and solution with 80% accuracy in 4 out of 5 opportunities.
By [date], given a story or activity, STUDENT will use sequence words to verbally order a story or activity (e.g., first, next, then, after, last) with 80% accuracy in 4 out of 5 opportunities.

Sequencing Temporal Concepts

By [date], STUDENT will accurately use temporal concepts (e.g., first, next, then, finally) to verbally describe the order of events in a given task or activity, achieving 80% accuracy in 4 out of 5 opportunities.

Measuring Progress Towards Sequencing Goals

Data collections.

To know if your student is making progress it is essential that you as the therapist are measuring your student’s progress through data collection .

It is by consistently tracking your child or student’s progress that you can make informed decisions about therapy and more effectively communicate with other professionals or parents.

To ensure that you have the right measurable goals , focus on creating goals that are objectively measurable and specific to the individual’s needs. (see goals above)

Google Forms

Using Google Forms is another tool that provides a systematic way to track and monitor an individual’s progress toward their articulation goals.

By using Google Forms, you can record speech data, set measurable goals, and track progress in a single, organized system.

Additionally, using a Google Form allows for you to easily collaborate with other professionals and helps you evaluate the effectiveness of the therapy provided.

Google Forms How to Video

Watch this short video showing you exactly how to implement using Google Forms for your data collection.

Following Multi-Step Directions

Conversational turn-taking.

logical sequencing of events
using visual cues (sequencing cards) to sequence the story along with the story problem and solution
use sequencing words (first, next, then, last)
daily life skill routines
developing independent work skills

Incorporating simple stories into speech therapy sessions helps clients practice their sequencing skills, which is essential for constructing a coherent, grammatically correct complex sentence.

We can start with a basic three-part structure: beginning, middle, and end.

For instance, you could give your students 3 words or 3 phrases that they can then put into a complete sentence.

Given the following 3 words (boy, jumped, the) would become: “The boy jumped” .
Given the following 3 phrases (the big lake, the boy, jumped across) would become: “The boy jumped across the big lake” .

Incorporating short stories into speech therapy can be an effective way to address narrative goals and improve story-retelling skills. By using shorter narratives, we can focus on specific language and sequencing skills while keeping our clients engaged.

Wordless Book – One approach to achieving narrative goals with short stories is to use wordless books or a picture scene. These books solely rely on visual storytelling and challenge clients to create their own version of the story. This method encourages clients to pay close attention to characters, settings, and actions while fostering creativity in storytelling.

Additionally, this strategy helps clients develop a deeper understanding of story grammar, as they must rely solely on the images to identify the characters, setting, problem, and resolution.

For Example: Good Dog, Carl

Good Dog, Carl by Alexander Day is perfect if you’re looking for wordless books. Using wordless picture books can be a great first step when introducing using books in therapy. The author has many more favorite wordless picture books. This story follows a dog named Carl who has to babysit while his Mom is away and even though the baby and Carl make a mess Carl is a good dog and makes sure to clear up before his mom comes home.

Sequencing – After reading the story, have students practice sequencing by ordering the events from first, next, then, and last to show they understand the order of events.

Digital Version:

(This digital version is 9 min and has a 4-5 min blurb before about how this is a book with very few words, but we can use the pictures to predict, make inferences etc).

Wordless Videos – Are also another fun way to work on sequencing story elements. Using our wordless video sequencing cards you can cut out each picture card and then put them into the correct order.

Using Short Stories – We can present clients with various short stories in a logical, sequential order. By doing so, clients practice retelling the story while implementing appropriate vocabulary and syntax. These stories should be suitably short, allowing clients to easily grasp the main event sequence and eventually generalize their skills to more complex narratives.

Practicing following multi-step directions is another fun way to practice sequencing skills.

Here is a list of my multi-step resources:

Winter Crafts
February Card Making
Back to School
End of the Year

When working on sequencing skills, during turn-taking you can use wh questions to help get the conversation going. Here are 4 ideas to keep a conversation going for middle school and high school aged students by asking follow-up questions .

When working on sequencing skills, it’s necessary to break down the process into smaller steps. Here’s a helpful method to follow:

Introduce the reading passage: Provide a brief overview of the story and introduce key elements such as characters and settings.
Read the story: Read the story aloud, and if possible, provide visuals to engage clients further.
Discuss the story: Encourage clients to share their thoughts on the story, focusing on characters, setting, problem, and resolution.
Practice retelling the story: Have clients try to retell the story in their own words while focusing on the correct sequence of events.

Here are the skills you can practice:

Daily life skill routines: Break down everyday tasks into manageable steps, giving our students the chance to practice independently.

While guiding our students through these activities, we must gradually fade our support to foster their independence. By practicing these skills across various contexts, they are more likely to develop and master independent life skills.

Developing Independent Work Skills: One critical aspect of independent work is providing our students with clear and achievable expectations. To do this, we can utilize visual schedules and checklists, supporting them in understanding the order of tasks and monitoring their progress.

It’s also essential to offer structured practice opportunities. By creating activities with a clear beginning, middle, and end, our students can develop a better understanding of sequences within their daily lives.

For example, we could use:

Task boxes : Organize step-by-step activities with visual and tangible materials within a box.
Following a Work Schedule: Learning to follow a work schedule. You can start by creating a work schedule to follow.

Advocating in the Community: Practice advocating in the community following these 5 steps.

Frequently Asked Questions – Sequencing Goals for Speech Therapy

What are common sequencing goals in speech therapy.

Sequencing goals in speech therapy are essential for helping individuals improve their narrative abilities and understanding of time-based events. Common sequencing goals include identifying key details, retelling stories in a logical and sequential way, and organizing thoughts chronologically.

How can sequencing goals improve communication skills?

Working on sequencing goals in speech therapy can lead to improved communication skills by helping individuals organize and express their thoughts in a coherent manner. As they practice sequencing skills, they’ll also enhance their understanding of time and event connections, ultimately improving their conversational and storytelling abilities.

What are effective sequencing activities in speech therapy?

Effective sequencing activities in speech therapy can range from using sequencing pictures to guide story retelling, to engaging in functional sequencing tasks, such as Safe Sitting to Standing Transfers. Other activities might involve creating visual timelines, using cue cards, or role-playing stories and conversations.

How do IEP goals relate to sequencing in speech therapy?

Individualized Education Program (IEP) goals are important for guiding the progress of students receiving speech therapy. When setting IEP goals for sequencing, speech therapists and educators consider a student’s unique needs, ensuring they align with overall communication skill targets. IEP goals for speech therapy can encompass various aspects related to sequencing, such as expressive language, receptive language, and pragmatics.

What are examples of story retell goals in speech therapy?

Story retell goals in speech therapy focus on enabling individuals to accurately and coherently retell stories they hear or read. Some examples include recalling the main idea, identifying key details, sequencing events in order, describing characters, and making connections to personal experiences.

How can expressive language goals support sequencing skills?

Expressive language goals in speech therapy focus on helping individuals articulate their thoughts, emotions, and ideas effectively. By working on expressive language, individuals can improve their ability to convey information and stories in a sequential and logical manner. This practice will reinforce their sequencing skills and ultimately enhance their overall communication abilities.

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