![]() ![]() There are two key aspects of more-direct therapy that I focus on: the child's speech (with goals related to the child learning about the speech mechanism, how speaking works, what stuttering is, and how to make changes in speech to minimize stuttering) and the child's communication attitudes (with goals related to the child demonstrating acceptance of stuttering by talking about stuttering openly with the parent/clinician/others.). (And, of course, you’ll need to add in whatever other specifications your district requires, such as over what time period or how many consecutive days, etc.)įor more-direct aspects of therapy, then it is easier, because you're focusing on what the child does. (XYZ might be various types of environmental modifications, such as reducing time pressures.) This kind of goal becomes measurable when you specify what situation the parent will do XYZ in, how often they’ll do it, etc. For example, "the child will demonstrate a reduction in speech disfluencies when parent (or clinician) does XYZ" -note that the focus is on what the child does even though the context that we manipulate is the parents or clinician. If you're focusing on less-direct therapy (as is common in the earlier stages of therapy), then you can write goals about how the child will react when the parents make modifications to the environment. Of course, the specific goals that you write will depend upon what you recommend for therapy. This shift in focus allows us to continue to do what we do in therapy with little kids while still writing well-formed goals. So, we have to write the goals about what the child will do in the context of what the parent or clinician is doing. Unfortunately, we can't write IEP goals for parents (as much as we might like to). The challenge is that the bulk of the therapy work is done with, by, and for the parents. For resources that contain reading passages or other materials, please note: while appropriate within the context of the unit or lesson, books, articles, and reading passages may contain language and content that will require additional review to ensure the selection is suitable for your students and instructional goals.Clinicians often ask how they should write goals for preschoolers. The Mississippi Department of Education does not endorse or promote any commercial products or services. The views and opinion of authors expressed do not necessarily reflect those of the MDE, and they may not be used for advertising or product endorsement purposes. Please make sure that you choose the tool(s), resource(s) or material(s) that are developmentally appropriate and best fit the needs of your students, school, or district. This information is only intended to be a general summary of information provided to the public. *The resources contained on this website contain materials and tools that may be used to provide additional resources to parents or students.
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