Here is a list of my go-to resources for middle school therapy: Speech Therapy Middle and High School Collaborative Pinterest Board. Margin cost m marg mr mr. First, as noted, there is little correlation between age and ageing. Given two spoken words, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. You can also choose to play a game listed in the “Middle School Speech Games” button. Given 2-step directions, STUDENT will follow the 2-step directions with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will identify expected vs. unexpected behaviors across multiple settings with 80% accuracy in 4 out of 5 opportunities. Given a direction, STUDENT will follow the 1-step direction with 80% accuracy in 4 out of 5 opportunities. Given an activity, picture, or story, STUDENT will use correct subject-verb agreement in sentences with 80% accuracy in 4 out of 5 opportunities. Given a conversational topic, STUDENT will use the slow rate technique to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. Given a toy(s), STUDENT will play with the toy(s) using their appropriate function with 80% accuracy in 4 out of 5 opportunities. Given 5 identified words in sentences, STUDENT will provide a synonym/antonym 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 offered help from a peer or adult, STUDENT will accept the help and thank the person, or politely decline the help with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using plural nouns (i.e., s, es, and irregular plural forms) with 80% accuracy in 4 out of 5 opportunities. If so you’ve come to the right place with over 141 free Thanksgiving speech therapy activities divided, Are you on the hunt for the best Halloween books for speech therapy that your elementary students are sure to love? Given a yes/no question concerning social/community settings, STUDENT will correctly answer the yes/no question with 80% accuracy in 4 out of 5 opportunities. 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. The following Goals and Objectives written to the California Standards were developed by a group of speech-language pathologists from school districts around the state. Given a phrase or sentence that includes reflexive pronouns (e.g., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. 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 functional classroom symbol, STUDENT will demonstrate knowledge of the symbol by performing an action or going to the appropriate place when shown a symbol with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2 words to show action object (e.g., “read book“) with 80% accuracy in 4 out of 5 opportunities. Many of our speech and language therapy goals incorporate finding the main idea, explaining inferences and figurative language, remembering sequences, and defining vocabulary using context cues. Given 3 different categories, STUDENT will correctly sort objects/pictures into each different category with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of cluster reduction (i.e., “top” for “stop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a need or desire, STUDENT will spontaneously communicate HIS/HER needs or desire (e.g., “I need…”, “I want…”) 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 communication partner and a communication breakdown, STUDENT will use communication breakdown strategies, such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouth to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities. Given a word broken down into isolated sounds, STUDENT will combine the isolated sounds together to form words with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of verbal and nonverbal social cues (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) Given an object, picture, or story, STUDENT will say a complete sentence using articles (i.e., “a”, “an”, “the”, and “some”) with 80% accuracy in 4 out of 5 opportunities. Given a social interaction, STUDENT will accurately identify another’s perspective with 80% accuracy in 4 out of 5 opportunities. Given a task or activity, STUDENT will use words and/or signs to indicate HE/SHE is “finished” with 80% accuracy in 4 out of 5 opportunities. Here is a 432+ free IEP goal bank to make your life easier writing your speech therapy goals and to save you time. Share Tweet Google Pinterest Mail. Given a group activity, STUDENT will discuss what goal needs to be achieved with the group, decided HIS/HER role is going to be, accept help or feedback from peers, follow rules, share materials, and give praise to others, for the activity with 80% accuracy in 4 out of 5 opportunities. My name is Gabby. Given an object, picture, or story, STUDENT will say a complete sentence using future tenses (i.e., “The boy will go to school”) with 80% accuracy in 4 out of 5 opportunities. Given a conversational partner who is busy talking with someone else, STUDENT will wait until the other person is finished speaking, look at the person, get their attention (“Excuse me…”, “Do you have a minute…”) and wait for the person to acknowledge HIM/HER before continuing with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will use the cancellation method to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. AAC Implementation Toolkit: Training, Handouts, Data Sheets, and More! Given 20 sounds, STUDENT will independently articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. ”Thought Bubble Inferencing” activities are a great choice for those working on inferencing skills. Given 10 pictures, STUDENT will match opposite pictures in pairs (i.e., happy/sad, up/down) with 80% accuracy in 4 out of 5 opportunities. Given an activity, picture, or story, STUDENT will form grammatically correct simple sentences with 80% accuracy in 4 out of 5 opportunities. Given augmentative symbols or device, STUDENT will carry device to various school and community locations (lunchroom, classroom, recess etc.) Given an object or picture, STUDENT will use descriptive words to describe the object or picture with 80% accuracy in 4 out of 5 opportunities. Given a conversational topic, STUDENT will use the light articulatory contact technique to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. Given a task or activity to take turns, STUDENT will wait for HIS/HER turn, sit or stand quietly, keep HIS/HER legs and arms still, avoid whining or begging, and engage in activity or task when it is HIS/HER turn with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentence to tell about past events with 80% accuracy in 4 out of 5 opportunities. When children approach school-age, speech disfluency becomes more complicated as they begin to experience anxiety, shame, and the fear of speaking. Given 10 words, STUDENT will recognize the differences between same or different words with 80% accuracy in 4 out of 5 opportunities. Selecting the most appropriate service delivery model is a fluid process. Given an object or picture, STUDENT will use 2 words to achieve the desired end of an object (e.g., “go home”) with 80% accuracy in 4 out of 5 opportunities. Given a sentence, STUDENT will remember and repeat of increasing length and complexity with 80% accuracy in 4 out of 5 opportunities. 2725 SpeechPathology.com Ask the Expert 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. Can they sit and listen to a story while completing a body movement, such as clapping? 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 5 words with picture cues, STUDENT will define the word correctly with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes past progressive verb tense (e.g., “The man was running”, “The girls were waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense accurately with 80% accuracy in 4 out of 5 opportunities. ), STUDENT will adjust HIS/HER language style and topics of conversation based on the conversation partner with 80% accuracy in 4 out of 5 opportunities. Given a writing task, STUDENT will create similes and/or metaphors in a sentence or paragraph with 80% accuracy in 4 out of 5 opportunities. Given an activity, picture, or story, STUDENT will use all necessary propositions in sentences with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using negative sentence structures (i.e., “will not/won’t”, “does not/doesn’t”) with 80% accuracy in 4 out of 5 opportunities. Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequence the story including problem and solution with 80% accuracy in 4 out of 5 opportunities. Given a need to interrupt, STUDENT will look at the person, wait for the person to acknowledge them, begin with “Excuse me for interrupting, but…” make a specific request or give information with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes subject pronouns (e.g., “I”, “he”, “she”, “you”, “we” “they”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. Given a conversational partner, STUDENT will introduce HIMSELF/HERSELF by fingerspelling HIS/HER name or using HIS/HER name sign with 80% accuracy in 4 out of 5 opportunities. Given 10 modeled sentences, STUDENT will use the slow rate technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. Given 10 words, STUDENT will identify the similarities sounds in the words with 80% accuracy in 4 out of 5 opportunities. We argued therapy speech middle school and presented evidence that seems very limited. Shifting gazebetween people and objects. Given augmentative symbols or device, STUDENT will select HIS/HER meal choices (in the school lunchroom, restaurant, etc.) Given 20 sentences, STUDENT will use the pull-out method to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. Given 20 sounds and a verbal prompt or model, STUDENT will articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to express a want or need, STUDENT will use 2-4 words to express HIS/HER want or need with 80% accuracy in 4 out of 5 opportunities. I always write following a S.M.A.R.T goal format. Given a conversational topic, STUDENT will use the pull-out method to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. Given a social scenario, STUDENT will make a prediction or inference about the scenario and identify at least one visual cue that contributed to HIS/HER inference with 80% accuracy in 4 out of 5 opportunities. Given a story, activity, or classroom discussion, STUDENT will answer WH questions (i.e., who, what, when, where, why, how) with 80% accuracy in 4 out of 5 opportunities. 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 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 toy(s), STUDENT will demonstrate symbolic play with 80% accuracy in 4 out of 5 opportunities. Given a question, STUDENT will express HIS/HER preference selecting “yes or no” using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will independently answer WH questions by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. Given a communication partner, STUDENT will use eye gaze to direct the communication partner’s attention with 80% accuracy in 4 out of 5 opportunities. Given 5 pictures or objects, STUDENT will expressively label the pictures or objects using sign with 80% accuracy in 4 out of 5 opportunities. 6. Given an opportunity to volunteer, STUDENT will look at the person, use a clear voice, ask to volunteer for a specific task or activity 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 different conversational partners (e.g., peer, teacher, authority figure, etc. Elementary School, Materials, Middle School, Therapy Ideas Books for Teaching Story Grammar in Speech Therapy One of the things I was most nervous about when starting to work at the middle school level was working on the dreaded /r/ sound. What are your suggestions for managing goals for middle and high school students who lack motivation to continue services and exhibit negative behaviors toward their communication goals on their IEPs? Given 10 common verbs, STUDENT will identify the correct verb by pointing to the appropriate picture with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will ask WH questions (i.e., “What is the girl doing?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities. More information A growing goal bank for speech and language therapy at the middle school levels. Given a defeat or loss in a game, STUDENT will look at the person who won, remain calm, and congratulate the other person with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will use the easy onset technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to offer someone help, STUDENT will ask what the other person needs, listen, provide the help requested 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 phrase level with 80% accuracy in 4 out of 5 opportunities. This is a collaborative board, which means many different people are allowed to pin ideas to it. Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the initial position of words to reduce initial consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a communication partner, STUDENT will inform others of past events using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given a social interaction, STUDENT will identify HIS/HER emotion and why HE/SHE is feeling that way 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. While reading a passage, STUDENT will use knowledge of consonants, consonant blends, and common vowel patterns to decode unfamiliar words with 90% accuracy in three trials. Given hearing aids, STUDENT will clean and dry ear molds using the appropriate materials (i.e., soap, pipe cleaners, towels) once a week with 80% accuracy in 4 out of 5 opportunities. The Ultimate Guide to Middle School Speech Therapy Activities provides Speech Language Pathologists a reference point for easily locating educational resources for older students. Given 10 words, STUDENT will identify the sounds in the words with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will make a statement or ask a question to maintain the topic of conversation with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with location modifiers (i.e., spatial concepts) with 80% accuracy in 4 out of 5 opportunities. Keeping secrets and respecting someone’s privacy. THIS JUST IN: CLICK HERE TO CHECK OUT Systematic Sentence Combining! 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. Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of labial assimilation  (i.e., using labial /p, b, m,w/ for non-labial “peb” for “pen”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given 20 words, STUDENT will use the easy onset technique to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. Given a want or need, STUDENT will choose the “I want” or “I need” symbol plus the desired item, then place them both onto the sentence strip, then and hand the sentence strip to the teacher with 80% accuracy in 4 out of 5 opportunities. Given a story or activity, STUDENT will sequence the story or activity that includes # parts with 80% accuracy in 4 out of 5 opportunities. Given 5 pictures of facial emotions, STUDENT will identify the emotion using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will appropriately join the conversation by looking at the people, waiting for a moment when no one else is talking, make a comment or ask a question that relates to the topic with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of verbal and nonverbal social cues (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) Given an object or picture and a phrase that shows the disappearance (e.g., “crackers all gone”, “no cookie”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. Given warning and a change in routine, STUDENT will accept the change without becoming upset with 80% accuracy in 4 out of 5 opportunities. Given a toy or object and asked to share, STUDENT will share the toy or object with a peer or adult with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will express HIS/HER feeling, such as I am frustrated, sick, happy, etc. For more information, you can read our terms and conditions. Given a social situation or role-play scenario, STUDENT will accurately identify another’s perspective with 80% accuracy in 4 out of 5 opportunities. Given a need to ask for help, STUDENT will look at the person, ask if he or she has time to help, clearly describe what kind of help HE/SHE needs with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the final position of words to reduce final consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. This strategy-based product is great for teaching types of context clues to your students! Given a picture, STUDENT will make a prediction or inference about the picture with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given a visual or social situation, STUDENT will label the other person’s feelings and/or emotions based on their facial expressions and body language with 80% accuracy in 4 out of 5 opportunities. Click here to follow me on TpT to stay […], Middle School Speech Language Therapy Goal Bank. 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 an object, picture, or story, STUDENT will say a complete sentence using past progressive verb tense (i.e., “The girl was running”) 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. There was an error submitting your subscription. Given a picture or story, STUDENT will use prepositional phrase to answer WHERE questions with 80% accuracy in 4 out of 5 opportunities. Given a familiar or unfamiliar person to greet, STUDENT will look at the person, use a kind voice, and say “hi” or “hello” following all 3 steps with 80% accuracy in 4 out of 5 opportunities. Given a communication partner and a communication breakdown, STUDENT will repair the communication breakdown using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given a small group discussion, STUDENT will use conversation maintenance strategies (i.e., making comments, take turns, ask questions, etc.) Given an object, picture, or story, STUDENT will say a complete sentence using demonstrative adjectives (i.e., “this”, “that”, “these”, and “those”) with 80% accuracy in 4 out of 5 opportunities. Add an ending to make it measurable. This speech therapy activity is meant to help children understand the 4 parts of active perspective taking essential for social interactions. Goal writing can be tricky sometimes, especially when we are trying to figure just how we want to tackle a skill deficit. The same goes for any other therapy discipline: Physical Therapy (PT), Speech Language Pathology, or … Given an object or picture, STUDENT will use 2 words to show the location of an object (e.g., “dog car”) with 80% accuracy in 4 out of 5 opportunities. Given 20 sentences, STUDENT will use the easy onset technique to minimize disfluencies at the sentence level 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. Given warning and a change in routine, STUDENT will identify exactly what is changing, ask questions, remain calm, and explain HIS/HER feelings of concern with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the medial position of words to reduce medial consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a picture or object, STUDENT will select matching word using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. For Teens ” is a 432+ free IEP goal bank for speech and language therapy at the middle school (... First, as noted, there is little correlation between age and ageing the teacher while taking notes s education. Scheduling and service delivery model is a Collaborative Board, which means many different people are to! Listed in the words with 80 % accuracy in 4 out of 5 opportunities and comments... Target Syntax in speech therapy Activities provides speech language therapy at the middle and High school Populations we have! In: Click here to check out the preview for a closer look of an example.! 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