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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. “Student” will address non-fluent speech in therapy with Van Riper symptomatic techniques.
2. “Student” will demonstrate increased control of fluency throughout the academic day.
3. “Student” will demonstrate increased awareness and control of rate of speech and intelligibility
throughout the day.
Short Term Objectives/Benchmarks:
1. “Student” will maintain eye contact with...
2. “Student” will identify and eliminate secondary symptoms with...
3. “Student” will stutter/stop with...
4. “Student” will stutter/stop/repeat with…
5. “Student” will stutter/stop/repeat/analyze with…
6. “Student” will stutter/stop/change toward correction with…
7. “Student” will independently identify rates of speech (too fast, just right) with ___% accuracy.
8. Given an oral cue, “Student” will identify proper intonation and breath patterns by chunking phrases with
80% accuracy.
9. “Student” will independently identify episodes of nonfluency with ___% accuracy.
1
Long Term Goal (decreasing disfluencies):
Given a structured or unstructured classroom setting, “Student” will increase awareness of speech production by
describing what he/she can do to produce fluent speech (including but not limited to the following activities:
insert objectives here) during a _ minute speech sample.