Goal Bank for Auditory Processing

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 Goals:

1. Given instruction, “Student” will increase comprehension of basic level language skills (describing
concrete items, etc.).
2. Given instruction, “Student” will develop auditory processing of verbal material and direction following
skills such that in order to function adequately in the classroom with decreasing amounts of assistance.
3. Given instruction, “Student” will develop and utilize compensatory strategies and techniques regarding
auditory processing and direction-following areas that will allow independent functioning within the
classroom.
4. Given instruction, “Student” will develop recall, auditory processing and direction following skills to
make reasonable academic progress within the classroom.
Short Term Objectives/Benchmarks:
1. Given instruction, “Student” will utilize strategies to increase auditory processing skills (i.e.
reauditorization, paraphrasing, requesting repetition / clarification, etc.) with increased independence
and when provided with 1 - 3 therapist cues, in 7 out of 10 opportunities.
2. Given instruction, “Student” will increase comprehension of "WH" questions (Who, What, When,
Where, Why) within structured language activities, paragraphs, and short stories, with 1-3 therapist cues,
in 7 out of 10 opportunities.
3. Given instruction, “Student” will improve comprehension of basic concepts skills that are prerequisite to
understanding simple directions, with 1-3 therapist cues, in 7 out of 10 opportunities.
4. Given instruction, “Student” will improve processing of new concepts and directions that are presented
verbally, in 7 out of 10 opportunities, with therapist's assistance.
5. Given instruction, “Student” will develop techniques for consistent auditory attention in all instructional
settings, with decreasing verbal and visual cues, in 8 out of 10 opportunities.
6. Given instruction, “Student” will develop and improve auditory processing of verbally presented
information (especially higher-level ideas and abstract thought) and multi-step directions, with limited
direct therapist and teacher-intervention, in 8 out of 10 opportunities.
7. Given longer sentences, paragraphs, and short stories presented verbally, “Student” will identify the
main idea, the most pertinent supporting details, and will develop inferential thinking, with visual and
verbal cues, in 8 out of 10 opportunities.
8. Given instruction, “Student” will expand receptive vocabulary and associative thinking; and will
demonstrate improvement of overall processing by correctly responding to various questioning, in 8 out
of 10 opportunities.
9. Given instruction, “Student” will correctly discriminate similar-sounding words when presented in
spontaneous speech, in 9 out of 10 opportunities.
10. Given instruction, “Student” will develop auditory processing of verbally-presented information and
ability to follow typical multi-step directions in order to make reasonable academic progress, with
limited direct therapist and teacher-intervention, in 7 out of 10 opportunities.
11. Given instruction, “Student” will retell verbally-presented material / directions, with 80% accuracy with
limited assistance.
12. Given instruction, “Student” will develop and improve focus and speech discrimination in all
instructional settings, with decreasing verbal and visual cues, in 8 out of 10 opportunities.

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13. Given instruction, “Student” will process incoming verbal information, and will identify key
information, pertinent supporting details, and inferential thinking, with decreasing visual and verbal
cues, in 8 out of 10 opportunities.
14. Given instruction, “Student” will utilize strategies to increase auditory processing and conceptualization
skills (i.e. reauditorization, paraphrasing, requesting repetition / clarification, etc.) with increased
independence and when provided with 1 - 3 clinician cues, in 7 out of 10 opportunities.
15. Given instruction, “Student” will develop listening strategies in all academic settings to demonstrate
improvement within the classroom.
16. Given instruction, “Student” will strengthen speech sound discrimination skills, with increasing
background noise, in 8 out of 10 opportunities, with decreasing teacher/therapist cueing.
17. Given instruction, “Student” will develop auditory processing of incoming verbal information as
demonstrated by increased comprehension of this information by correctly responding to pertinent
questions, and restating key information in 7 out of 10 opportunities, with some teacher/therapist
cueing.
18. Given instruction, “Student” will follow 1-step complex or simple 2-step verbal directions, and correctly
rephrase the key information contained, reworded, in 7 out of 10 opportunities, with decreasing
teacher/therapist cueing and assistance.
19. “Student” will accurately and timely follow a classroom schedule, given a visual with 80% accuracy.