Goal Bank
Measurable, evidence-referenced goals organized by domain. Every goal answers four questions: under what conditions, what observable behavior, to what measurable criteria, and how will you track it. These are starting points for individualization, never copy-paste solutions.
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Articulation & Phonology 8 goals
/r/ in Initial Position of Words — Minimal Support
Produce /r/ in the initial position of single words with minimal cueing during structured therapy activities.
/r/ in Initial Position of Words — Moderate Support
Produce /r/ in the initial position of single words with verbal and visual cueing during structured therapy activities.
Lateralized /s/ to Frontal Placement — Moderate Support
Produce /s/ with a midline airstream and tongue-tip-down (or tip-up) frontal placement at the syllable and word level with tactile-visual cueing.
Initial /s/-Clusters via Complexity Approach
Produce two-element /s/-clusters in initial position to elicit system-wide change across the phonological inventory, selected on the principle that complex targets generalize to simpler ones (Gierut).
Final Consonant Production in CVC Words
Produce final consonants in CVC words across stop, nasal, and fricative classes, suppressing the phonological process of final consonant deletion.
Stopping of Fricatives — Continuant Production
Produce /f/, /s/, and /ʃ/ as continuants in initial position of words, suppressing the phonological process of stopping (where fricatives are replaced by homorganic stops).
Velar Production — Suppression of Fronting
Produce /k/ and /g/ in initial and final positions of single words, suppressing the phonological process of velar fronting where back consonants are replaced by alveolar substitutions.
Childhood Apraxia of Speech — DTTC for Functional Word Set
Produce a curated set of functional words and phrases with accurate syllable structure, segments, and lexical stress, using Dynamic Temporal and Tactile Cueing (DTTC) to support motor planning for childhood apraxia of speech.
Receptive Language 2 goals
Follow Multi-Step Classroom Directions
Follow novel 2- and 3-step directions delivered in classroom routines without requesting repetition, supporting access to grade-level instruction.
WH-Question Comprehension from Narratives
Answer literal and inferential WH-questions about read-aloud or audio-presented narratives to demonstrate discourse-level comprehension.
Expressive Language 2 goals
Regular Past Tense -ed in Spontaneous Sentences
Produce regular past tense -ed in obligatory contexts during structured and conversational tasks, addressing a common DLD grammatical marker.
Narrative Macrostructure in Personal and Story Retells
Produce personal and fictional narratives containing core story grammar elements, supporting classroom discourse and written narrative skills.
Pragmatics & Social Communication 2 goals
Topic Initiation in Structured Activities — Neurodiversity-Affirming
Initiate topic-relevant contributions during structured group activities, leveraging preferred interests as communication bridges.
Perspective-Coordination in Collaborative Tasks — Neurodiversity-Affirming
Coordinate informational perspectives with a peer during a collaborative task, reframing 'perspective taking' through the double empathy framework rather than as a unilateral deficit.
Dysphagia 6 goals
Diet Advancement to IDDSI Level 6 — Minimal Cueing
Tolerate IDDSI Level 6 (soft and bite-sized) solids with minimal cueing for safe swallowing strategies.
Thin Liquids with Chin Tuck — Moderate Cueing
Tolerate IDDSI Level 0 (thin) liquids with chin-tuck posture and moderate verbal cueing, supporting a step-down from thickened liquids when instrumentally indicated.
Mendelsohn Maneuver — Rehabilitative for Reduced Hyolaryngeal Excursion
Execute the Mendelsohn maneuver with sustained mid-swallow laryngeal elevation across saliva and bolus trials, addressing reduced hyolaryngeal excursion and impaired UES opening as a rehabilitative (not compensatory) intervention.
Spoon Feeding Introduction and Acceptance — Infant
Accept smooth-puree solids from a spoon with developmentally appropriate oral motor patterns and without overt distress, supporting transition from exclusive milk feeding to complementary solids.
Sensory-Based Feeding for Pediatric Oral Aversion
Tolerate sensory exposure to non-preferred foods through a graded responsive-feeding approach (e.g., SOS Feeding Approach steps of food interaction), without coercion or pressure-feeding, supporting expansion of dietary variety in children with feeding aversion.
Suck-Swallow-Breathe Coordination — NICU/Preterm Infant
Demonstrate coordinated suck-swallow-breathe pattern during nipple feeding (breast or bottle), supporting transition from gavage to oral feeding in a preterm or medically complex infant.
Cognitive-Linguistic 6 goals
Orientation to Person, Place, Time, and Situation — Subacute TBI
Demonstrate consistent orientation across daily probes during emergence from post-traumatic amnesia, supporting safe participation in therapy and discharge planning.
Executive Function Strategy Use in Functional Tasks
Apply a self-selected external strategy (planner, checklist, smartphone reminder) to complete a multi-step functional task with minimal cueing, supporting community re-entry after TBI.
Semantic Feature Analysis for Word Retrieval — Chronic Aphasia
Use a semantic-feature scaffold to retrieve content words during connected speech tasks, with measurable generalization to untrained items in the same semantic categories.
Script Training for Functional Communication in Aphasia
Produce personally-relevant scripts (e.g., introducing oneself, ordering food, telling a family story) with high accuracy and reduced effort, supporting functional communication across recurring real-life contexts in chronic aphasia.
Conversation Partner Training (SCA) for Aphasia
Train communication partners (family, professional caregivers, healthcare staff) in Supported Conversation for Adults with Aphasia (SCA) techniques to acknowledge competence, reveal competence, and support successful communication exchanges.
LPAA-Aligned Life Participation Goal — Chronic Aphasia
Achieve client-identified participation in a personally meaningful life activity (e.g., return to a hobby, social role, community engagement, work-related task), with measurable participation milestones aligned with the Life Participation Approach to Aphasia.
Fluency 4 goals
Voluntary Self-Disclosure and Self-Advocacy — Neurodiversity-Affirming
Voluntarily disclose stuttering to a chosen audience and self-advocate for accommodations or conversational space, supporting identity, agency, and reduced concealment.
Stuttering Modification — Cancellation and Pull-Out
Apply cancellation and pull-out techniques (Van Riper) within structured and conversational speech tasks, supporting easier stuttering moments and reducing struggle without targeting fluency.
Anticipatory Anxiety Reduction in Stuttering — CBT and Acceptance-Based Approaches
Reduce anticipatory anxiety, situational avoidance, and word avoidance through cognitive-behavioral and acceptance-based strategies, addressing the affective and behavioral components of stuttering that are often more impairing than overt dysfluency.
Preschool Stuttering — Lidcombe Program (Parent-Delivered)
Achieve and maintain low stuttering severity in a preschool child through parent-delivered Lidcombe Program verbal contingencies, with progression through Stage 1 (treatment) and Stage 2 (maintenance) per the program manual.
Voice & Resonance 4 goals
Resonant Voice Production for Muscle Tension Dysphonia — Adult
Produce a resonant voice with forward focus and reduced perilaryngeal effort during semi-occluded vocal tract exercises and structured speech tasks, addressing muscle tension dysphonia.
Gender-Affirming Voice — Client-Defined Voice Targets
Develop and sustain client-defined voice and communication targets (pitch range, resonance, intonation, articulation, nonverbal communication) across self-selected functional contexts, supporting gender-affirming voice and communication training.
Vocal Hygiene — Behavioral Modification for Vocal Hyperfunction
Identify and modify specific phonotraumatic behaviors (throat clearing, yelling, dehydration, talking over noise) through self-monitoring and behavioral substitution, reducing vocal load and supporting laryngeal recovery.
LSVT LOUD — Increased Vocal Loudness for Hypokinetic Dysarthria
Increase vocal loudness (sound pressure level) and self-perception of loudness using the LSVT LOUD protocol across speech tasks of increasing complexity, addressing hypokinetic dysarthria in Parkinson's disease.
AAC 4 goals
Requesting with Core Vocabulary on Robust AAC System
Use core vocabulary on a robust aided AAC system to request a variety of items, actions, and activities across communication partners and contexts, supporting autonomous communication.
Commenting with Core Vocabulary on AAC System
Use core vocabulary on a robust AAC system to comment on shared experiences, observations, and feelings (not just requests), supporting communicative competence across pragmatic functions beyond requesting.
Descriptive Teaching for AAC Symbol Generalization
Use a small set of versatile core words (descriptive language) to generate diverse messages, rather than learning a separate symbol for every concept, supporting language generation efficiency on aided AAC.
Communication Partner Training for AAC
Train communication partners (parents, teachers, paraprofessionals, peers) to use aided language input, expectant pause, modeling without testing, and other evidence-based partner strategies, supporting AAC user communicative competence.
Literacy 2 goals
Phoneme Segmentation in CVC Words
Segment CVC words into individual phonemes auditorily, building the phonological awareness foundation for decoding and supporting students at risk for or identified with reading disability.
Phonological Awareness — Rhyme and Syllable Level
Detect rhyme, generate rhyme, segment compound words, and segment multisyllabic words into syllables, establishing the suprasegmental phonological awareness foundation that precedes phoneme-level skills.