SPEECH-LANGUAGE GOALS, AND OBJECTIVES AUDITORY/LISTENING SKILLS

SPEECH-LANGUAGE GOALS AND OBJECTIVES 

AUDITORY/LISTENING SKILLS

Student’s Name:	Medicaid Number:
Speech-Language Therapist:	Testing Date:	IEP Meeting Date:
Type of Speech-Language Service:	Location of Speech-Language Service:

 

AUDITORY/LISTENING SKILLS	Diagnosis Code:  315.31
Initial Evaluation             Annual Reevaluation                Three-Year Reevaluation  [Next 3-Year Reeval Date:        ]        (see attached SP6b)              (see description below)                  (see description below)

 

LONG TERM GOAL:  The student will exhibit  auditory/ listening skills in educational and social settings with   prompting, modifications, and/or assistance by completing ____ of ____ objectives.

EVAL. METHOD(S) A = Response Evaluation B = Criterion Testing C = Checklist/Rating Scale D = Observation E = Self-Report F = Other

 

SHORT TERM OBJECTIVES The student will . . .	CRITERION	CORRELATIONS WITH LANGUAGE ARTS STANDARDS
2.01 demonstrate the following active listening behaviors:                attend to speaker/focus on message/maintain appropriate eye contact                refrain from interrupting                ask appropriate questions to clarify or to gain additional information/assistance                silently or orally repeat what has been said/paraphrase what has been said                other:	80%	Research I PK-2; Communication I PK-2; Research II 6-8
2.02 demonstrate appropriate phonological (speech sound) awareness skills:                sound awareness (localization, association, discrimination, pattern memory)                rhyming (awareness, judgment, production)                word awareness                syllable awareness (counting, blending, segmenting, deletion)                phonemic awareness (alliteration, initial sound identification/comparison,                     sound-symbol correspondence, final sound identification, phoneme counting,                     phoneme blending, phoneme segmentation, phoneme deletion, phoneme                     substitution)	80%	Reading II PK-2
2.03 demonstrate appropriate auditory processing skills, including the following:                identifying and selecting critical elements of a message                classifying and associating items for recall                using chunking strategies and other mnemonic (memory) techniques                using auditory closure (using context to fill in missing information)                obtaining information via speech prosody                applying problem solving and inferencing skills                self-monitoring message comprehension                other:	80%	Communication II PK-2, 3-5, 6-8, 9-12
2.04 demonstrate Auditory-Verbal skills at the following level(s):                Level I: Pre-Verbal                                Level III: Comprehension                Level II: Verbal                                     Level IV: Figure-Ground	80%	Communication II PK-2
2.05 Other:	80%

Form No. SP 06c2 (Rev. 03-00)

 

 

SPEECH-LANGUAGE GOALS AND OBJECTIVES ARTICULATION/PHONOLOGY

 

SPEECH-LANGUAGE GOALS AND OBJECTIVES 

ARTICULATION/PHONOLOGY

Student’s Name:	Medicaid Number:
Speech-Language Therapist:	IEP Meeting Date:
Type of Speech-Language Service:	Location of Speech-Language Service:

 

ARTICULATION/PHONOLOGY			Diagnosis Code:  315.39
Initial Evaluation             Annual Reevaluation                Three-Year Reevaluation  [Next 3-Year Reeval Date:        ]        (see attached SP6b)              (see description below)                  (see description below)
LONG TERM GOAL:  The student will exhibit  articulation/ phonological skills in educational and social settings with   prompting, modifications, and/or assistance by completing ____ of ____ objectives.		EVAL. METHOD(S) A = Response Evaluation B = Criterion Testing C = Checklist/Rating Scale D = Observation E = Self-Report F = Other

 

SHORT TERM OBJECTIVES The student will . . .	CRITERION	CORRELATIONS WITH LANGUAGE ARTS STANDARDS
1.01 vocalize on demand.	80%	Communication 1 PK-2, 3-5, and 6-8.
1.02 vocalize with intent.	80%	Communication IIPK-2, 3-5, 6-8, 9-12
1.03 use appropriate speech suprasegmentals:          duration                                       pitch                        rate          intensity (loudness)                     prosody                   resonance	80%	Communication I PK-2, 3-5, and 6-8 Reading II PK-2
1.04 produce accurate, smooth, and rapid oral-motor movements, as necessary for speech sound production.	80%
1.05 reduce the following productive phonological (speech simplification) processes:          final consonant deletion               deaffrication          stopping/stridency deletion          velar fronting          liquid simplification                     backing to velars          cluster reduction                           glottal replacements          syllable reduction                         assimilation	Less than 20%	Communication I PK-2, 3-5, and 6-8 Reading II PK-2
1.06 correctly produce the following speech sound(s) in imitation or in structured discourse (speaking situations) in isolation, syllables, words, phrases, and sentences:	80%	Communication I PK-2, 3-5, and 6-8 Reading II PK-2
1.07 correctly produce the following speech sound(s) in spontaneous discourse (speaking situations):	80%	Communication  PK-2, 3-5, and 6-8 Reading II PK-2
1.08 monitor his/her own speech, and make appropriate repairs, as necessary.	80%	Communication IPK-2, 3-5, and 6-8 Reading II PK-2
1.09 generalize and carry over targeted speech skills to other settings/contexts.	80%	Communication IIPK-2, 3-5, 6-8, 9-12
1.10 speak intelligibly and clearly in all settings and contexts.	80%	Communication IIPK-2, 3-5, 6-8, 9-12
2.01 demonstrate appropriate attending and comprehending behaviors.	80%	Communication IIPK-2, 3-5, 6-8, 9-12
2.02 demonstrate appropriate phonological (speech sound) awareness skills.	80%	Reading II PK-2
1.11 Other:	80%