and explain their relationships with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will identify and reduce each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with a familiar listener with 80% accuracy in 4 out of 5 opportunities. ), STUDENT will identify the category (e.g., school items, home items, clothing, animals, colors, toys, etc.) Given a new class period, STUDENT will determine what materials HE/SHE needs for class, gather materials, and only take those materials HE/SHE needs for class with 80% accuracy in 4 out of 5 opportunities. Given problems at differing sizes, STUDENT will identify appropriate reaction size to the problem with 80% accuracy in 4 out of 5 opportunities. I always write following a S.M.A.R.T goal format. Given an unfamiliar person to meet, STUDENT will introduce HIMSELF/HERSELF by looking at the person, use an appropriate greeting (i.e., Hi, my name is…”) and telling the person it was nice meeting HIM/HER when leaving with 80% accuracy in 4 out of 5 opportunities. Given a picture or social interaction, STUDENT will identify another person’s emotion and why HE/SHE is feeling that way with 80% accuracy in 4 out of 5 opportunities. Given a writing or speaking task, STUDENT will use future-tense verbs (i.g., will drive, will stop, will park) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities. Given a reading task, STUDENT will make predictions and inferences based on textual evidence with 80% accuracy in 4 out of 5 opportunities. TEACHING UPPER LEVEL VOCABULARY STRATEGIES IN SPEECH THERAPY, [av_one_full first min_height=” vertical_alignment=” space=” custom_margin=” margin=’0px’ link=” linktarget=” link_hover=” padding=’0px’ border=” border_color=” radius=’0px’ background=’bg_color’ background_color=” background_gradient_color1=” background_gradient_color2=” background_gradient_direction=’vertical’ src=” background_position=’top left’ background_repeat=’no-repeat’ animation=” mobile_breaking=” mobile_display=” av_uid=’av-rsc6ad’] [av_textblock size=” font_color=” color=” av-medium-font-size=” av-small-font-size=” av-mini-font-size=” av_uid=’av-jjen7zd7′ custom_class=” admin_preview_bg=”] I create materials to target many of the skills below. Given 20 words, STUDENT will use the cancellation method to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. Given an activity, picture, or story, STUDENT will use correct subject-verb agreement with 80% accuracy in 4 out of 5 opportunities. If so you’ve come to the right place with over 219 free winter activities for speech therapy, Are you looking for Thanksgiving speech therapy activities? Given a phrase or sentence that includes regular past tense (e.g., “The dog jumped”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities. {"cookieName":"wBounce","isAggressive":false,"isSitewide":true,"hesitation":"","openAnimation":false,"exitAnimation":false,"timer":"","sensitivity":"","cookieExpire":"","cookieDomain":"","autoFire":"","isAnalyticsEnabled":false}, What is the best gift you ever received? Given a group activity, STUDENT will cooperate with others, use a kind voice, and follow the set group guidelines for the activity with 80% accuracy in 4 out of 5 opportunities. Given an object or picture and asked a question, STUDENT will answer the question by identifying a minimum of (5) attributes (e.g., color, size, number etc.) Given an object, picture, or story, STUDENT will say a complete sentence using regular past tense (i.e., “The boy waited for the bus.”) with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2-3 word utterances to describe the object or picture with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using object pronouns (i.e., “me”, “him”, “her”, “you”, “us”, “them”) with 80% accuracy in 4 out of 5 opportunities. flying vs. driving), STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. Given two object pictures, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. etc.) Given a picture or story, STUDENT will use prepositional phrase to answer WHERE questions with 80% accuracy in 4 out of 5 opportunities. Given an idiom verbally, STUDENT will identify a social situation where the idiom may be used appropriately with 80% accuracy in 4 out of 5 opportunities. Given a story read aloud, STUDENT will select the picture that tells HOW with 80% accuracy in 4 out of 5 opportunities. Given a simple verbal directive (sit, stand, give, go), STUDENT will demonstrate knowledge of verbal directive by performing the action with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes possessive nouns (e.g., “the girl’s bike”), STUDENT will answer “yes or no” if the phrase or sentence uses the possessive accurately with 80% accuracy in 4 out of 5 opportunities. Given a time of frustration, STUDENT will independently indicate a break or refuse an undesired item or activity (i.e. to make a request with 80% accuracy in 4 out of 5 opportunities. TIPS FOR SUPPORTING EXECUTIVE FUNCTIONING SKILLS IN SPEECH THERAPY. Older students, more difficult class schedules, and rare opportunities for true communication between professionals create large gaps in what can and should be a collaborative service delivery model. Given an object, picture, or story, STUDENT will say a complete sentence using present tense “s” and “es” marker (i.e., “The girl runs”) with 80% accuracy in 4 out of 5 opportunities. Many children are able to master their speech goals in elementary school and no longer require therapy services. Every time you interact with someone you think about them. Given a conversation, STUDENT will look at the speaker, ask questions when appropriate, and not interrupt others with 80% accuracy in 4 out of 5 opportunities. Given a writing or speaking task, STUDENT will use regular/irregular past-tense verbs (i.g., walked/ran) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities. Given a conversational partner, STUDENT will identify how that person is feeling based on observing their body language with 80% accuracy in 4 out of 5 opportunities. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow 3-step directions with 80% accuracy in 4 out of 5 opportunities. May 12, 2017 - My middle school speech language therapy goal bank will give you ideas for speech therapy student goals, including social skills and conversation. Given an opportunity to tell a story from their past, STUDENT will tell their story with the appropriate number of details and in the right order with 80% accuracy in 4 out of 5 opportunities. I hope you and your upper elementary and middle school speech therapy students find this higher level language packet both challenging and beneficial. with 80% accuracy in 4 out of 5 opportunities. Given 10 items presented verbally, STUDENT will describe the object or picture by identifying a minimum of (3) attributes (e.g., color, size, number etc.) While no single model is appropriate for all students, one must understand the range of service delivery models as well as the advantages and limitations of each model (Nippold, 2012). Given a short story or video, STUDENT will answer wh-questions (who, what, when, where, why, & how) using complete sentences with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to borrow something, STUDENT will make a polite request to borrow an item or material, accept “no” as an answer, and if the other person agrees promptly return the materials in the same condition with 80% accuracy in 4 out of 5 opportunities. using HIS/HER AAC device, a gesture, or a sign with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to ask a question/comment/describe, STUDENT will include all necessary words in a sentence to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities. Making your life easier one speech therapy material, resource, or how-to video at a time. Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of velar assimilation  (i.e., using velar /k, g, ng/ for non-velar “kug” for “cup”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. I'll be in your inbox in a moment to get to know you better and give you my favorite resources & freebies! Given a direction, STUDENT will follow the 1-step direction with 80% accuracy in 4 out of 5 opportunities. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with quantity modifiers (i.e., numbers, more/less) with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will independently express HIS/HER wants or needs, such as stop, help, want, need, thirsty, toilet, etc. Given social interactions, STUDENT will maintain appropriate personal space and maintain safe hands and body with 80% accuracy in 4 out of 5 opportunities. Given knowledge, examples, and information about fluency shaping techniques (easy onset, light articulatory contact, slow rate), STUDENT will name and describe each fluency shaping technique with 80% accuracy in 4 out of 5 opportunities. Given multi-step directions, STUDENT will follow 2-step, 3-step, and 4-step directions of increasing length and complexity with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce the sounds /ch, j/  in words to reduce the process of deaffrication (i.e., replacing /ch or j/ for fricative or stop “ships”  for “chips”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2 words to call attention to an object (e.g., “this ball”, “my shoe”) with 80% accuracy in 4 out of 5 opportunities. Given a reading task, STUDENT will identify and interpret the meaning of idioms, metaphors, similes, or proverbs with 80% accuracy in 4 out of 5 opportunities. Given knowledge, examples, and information about stuttering modification techniques (cancellation, pull-out, preparatory set), STUDENT will name and describe each stuttering modification technique with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce the nasal sounds  in words (m, n) to reduce the process of denasalization (i.e., using non-nasal for nasal “doze”  for “nose”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a need, STUDENT will sign a basic “need” sign, such as (help, more, done, want, need etc.) with 80% accuracy in 4 out of 5 opportunities. Given verbal or written directions, STUDENT will identify the action words in the directions (e.g., “Read the book”…the action word is read)with 80% accuracy in 4 out of 5 opportunities. Given a story read aloud, STUDENT will select the picture of the verb that tells the action with 80% accuracy in 4 out of 5 opportunities. Understanding semantic relationships (word relationships) are very important. Given an object or picture, STUDENT will describe the object or picture by identifying a minimum of (3) attributes (e.g., color, size, number etc.) Given a reading passage, STUDENT will independently articulate the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 pictures, STUDENT will select 2 similar pictures and explain the similarities with 80% accuracy in 4 out of 5 opportunities. Given a want or need, STUDENT will request a want or a need by pulling off a picture symbol and placing it into the teacher’s hand with 80% accuracy in 4 out of 5 opportunities. Given 20 words or pictures and a verbal prompt or model, STUDENT will articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. While reading at instructional level, STUDENT will blend beginning, middle, and ending sounds to form words with 80% accuracy in five consecutive sessions. Given a social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt with 80% accuracy in 4 out of 5 opportunities. Occupational therapy goals for students, in elementary, middle, or high school, aren’t supposed to be about the OT itself. Given a small group or classroom discussion, STUDENT will demonstrate active listening skills (track the speaker with their eyes, keep mouth and body still and quiet, nodding head to show listening, ask questions and/or make comments, etc.) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Will appropriately identify the similarities sounds in the words with 80 % accuracy in 4 out 5... 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