Goal Bank for Articulation/Intelligibility

Important Note: Goals/objectives need to be individualized and it is important to adapt elements of these goals/objectives to meet the specific needs of your
students. These are examples to give you ideas when you are writing your IEPs.
Long Term Goal:
Student will produce the // speech sound with 90% mastery.

Short Term Objectives:

1. “Student” will produce // in isolation with 90% accuracy.
2. “Student” will produce // in syllables with 90% accuracy.
3. “Student” will produce // in all positions of words with 90% accuracy.
4. “Student” will produce // in sentences with 90% accuracy.
5. “Student” will produce // in oral reading tasks with 90% accuracy.
6. “Student” will produce // in structured conversation with 90% accuracy.
7. “Student” will produce // in spontaneous speech with 90% accuracy.
8. “Student” will improve self-monitoring skills for the target sound // with 90% accuracy.
9. “Student” will improve carry-over of the target sound // outside of the therapy setting with 90% accuracy.

Long Term Goal:

Given a structured or unstructured classroom setting, “Student” will increase meaningful communication
interactions by (insert objectives here) within his/her educational setting to __ % over _ consecutive trials as
measured by clinician/teacher observation, other informal assessments and data collection.

Short Term Objectives:

1. “Student” will work towards increased intelligibility by decreasing his rate of speech during all tasks
and increasing his loudness level given less than 2 verbal cues per interaction.
2. “Student” will use appropriate phrasing (pitch, volume, rate, stress) during sentence production or
conversation in 3 out of 4 trials.
3. “Student” will use correct sequencing of syllables during multisyllabic word production in 3 out of 4
trials.
4. “Student” will apply targeted speech intelligibility skills across educational and social settings.

Long Term Goal:

Given a structured or unstructured classroom setting, “Student” will increase speech intelligibility by use of
improved oral motor characteristics and oral movements for speech sound production including (insert
objectives from below) to blank % over blank consecutive trials as measured by clinician observation and data
collection.
Short Term Objectives:
1. “Student” will improve strength of oral musculature with lingual-labial exercises with ___ accuracy.
2. “Student” will improve correct sound production of (*fill in target sounds) during structured speech
exercises with ___ accuracy.
3. “Student” will improve ability to utilize and self-monitor exaggerated articulatory posture with ___
accuracy.
4. “Student” will improve ability to maintain slow speech rate with intermittent pausing with ___ accuracy.
5. “Student” will increase diadochokinetic rate to normal limits with ___ accuracy.
6. “Student” will generalize improved articulation skills across educational and social settings with ___
accuracy.

1
Long Term Goal:
Given a structured or unstructured classroom setting, “Student” 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.

Short Term Objectives:

1. “Student” will imitate and produce target sound in isolation with ___ accuracy.
2. “Student” will produce target sound in words (initial, medial, final) with ___ accuracy.
3. “Student” will produce target sound in sentences with ___ accuracy.
4. “Student” will produce target sound in structured sentences with ___ accuracy.
5. “Student” will produce target sound in spontaneous sentences with ___ accuracy.
6. “Student” will produce target sound during oral reading with ___ accuracy.
7. “Student” will apply targeted speech sound production across educational and social settings with ___
accuracy.

Short Term Objectives:

1. “Student” will demonstrate production of / / with 80% accuracy over 3 out of 4 trials with __ cues or
less.
2. “Student” will identify the presence of target sound in speech with 80% accuracy over 3 out of 4 trials
with 2 cues or less.
3. “Student” will discriminate between correct and incorrect production of the target sound with 80%
accuracy over 3 out of 4 trials with 2 cues or less.
4. “Student” will produce target sound in a variety of consonant – vowel combinations with 80% accuracy
over 3 out of 4 trials with __ cues or less.
5. “Student” will produce target sound in ____ position of words with 80% accuracy over 3 out of 4 trials
with __ cues or less.
6. “Student” will produce target sound in blends and consonant clusters with 80% accuracy over 3 out of 4
trials with __ cues or less.
7. “Student” will produce target sound in structured sentences with 80% accuracy over 3 out of 4 trials
with __ cues or less.
8. “Student” will produce target sound in structured conversation with 80% accuracy over 3 out of 4 trials
with __ cues or less.
9. “Student” will use effective strategies to improve speech intelligibility with % accuracy over _ out of _
trials with _ cues or less by:
• Self-correcting misarticulated sounds
• Facing speaking partner or group
• Control rate of speech
• Increasing volume of speaking voice
• Repeat or reword utterance to clarify the message when asked.