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Goal Bank For Fluency

This document provides examples of long term goals and short term objectives/benchmarks for fluency therapy. The long term goals focus on addressing non-fluent speech with techniques, demonstrating increased control of fluency throughout the day, and awareness of speech rate and intelligibility. The short term objectives target maintaining eye contact, eliminating secondary behaviors, and analyzing stuttering events. Additional goals aim to relax speech musculature, increase fluency awareness, and describe fluent versus disfluent speech. The objectives provide steps to identify tension points, apply techniques, evaluate speech, and use fluent speech in different situations.

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Ann Villablanca
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4K views2 pages

Goal Bank For Fluency

This document provides examples of long term goals and short term objectives/benchmarks for fluency therapy. The long term goals focus on addressing non-fluent speech with techniques, demonstrating increased control of fluency throughout the day, and awareness of speech rate and intelligibility. The short term objectives target maintaining eye contact, eliminating secondary behaviors, and analyzing stuttering events. Additional goals aim to relax speech musculature, increase fluency awareness, and describe fluent versus disfluent speech. The objectives provide steps to identify tension points, apply techniques, evaluate speech, and use fluent speech in different situations.

Uploaded by

Ann Villablanca
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Goal Bank for Fluency

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.

Long Term Goal (fluency awareness/relaxation):


Given a structured or unstructured classroom setting, “Student” will relax body and speech musculature with
specific emphasis on (*insert objective from below*) for ___ minutes over ___ consecutive trials, as measured
by clinician/teacher observation, other informal assessments and data collection.

Short Term Objectives/Benchmarks:


1. “Student” will demonstrate the ability to identify and relax points of tension in the speech musculature
in ___ out ___ trials.
2. “Student” will apply targeted fluency awareness techniques across educational and social settings in ___
out ___ trials.

Long Term Goal (fluency awareness/self-monitoring):


Given a structured or unstructured classroom setting, “Student” will increase awareness of own speech
production by describing characteristics of fluent and disfluent speech by (insert specific objectives here) with
__ % accuracy over _ consecutive trials or during a _ minute language sample.

Short Term Objectives/Benchmarks:


1. “Student” will accurately evaluate speech of self and others with…
2. “Student” will develop a hierarchy of speech situations, relative to people, activities, and settings from
least to most stressful with…
3. “Student” will describe what he/she does to produce fluent and dysfluent speech in terms of respiration,
phonation, articulation, rate, continuity with…
4. “Student” will apply targeted fluency awareness techniques across educational and social settings
with...

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.

Short Term Objectives/Benchmarks:


1. Use of fluent speech during automatic responses, phrases, sentences, initiation of questions, responses to
questions, reading, conversation.
2. Use of fluent speech during low stress situations.
3. Use of fluent speech during high stress situations.
4. Use of fluent speech when conversing with a friend or teacher.
5. Use of fluent speech during phone conversations (initiating phone calls, answering phone calls,
conversing during phone calls).
6. Apply targeted fluency awareness techniques across educational and social settings.

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