Bank Name: Greenville - Speech Goal Code Description...

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Bank Name: Greenville - Speech

Goal Code Description Standard

A The student will demonstrate improved communication skills in the area of articulation/phonology with mastery of ____ out of ____ objectives.

Obj.Code Description

A01 The student will identify and discriminate between correct and incorrect target sound(s) / / in isolation, words and sentences.

A02 The student will perform specific oral-motor movements for the articulation of the target sound(s) / / in isolation.

A03a The student will produce the target sound(s) / / in isolation.

A03b The student will produce the target sound(s) / / in isolation.

A03c The student will produce the target sound(s) / / in isolation.

A03d The student will produce the target sound(s) / / in isolation.

A04a The student will produce the target sound(s) / / in syllables.

A04b The student will produce the target sound(s) / / in syllables.

A04c The student will produce the target sound(s) / / in syllables.

A04d The student will produce the target sound(s) / / in syllables.

A05a The student will produce the target sound(s) / / in words.

A05b The student will produce the target sound(s) / / in words.

A05c The student will produce the target sound(s) / / in words.

A05d The student will produce the target sound(s) / / in words.

A05e The student will produce the target sound(s) / / in words.

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A06a The student will produce the target sound(s) / / in phrases.

A06b The student will produce the target sound(s) / / in phrases.

A06c The student will produce the target sound(s) / / in phrases.

A06d The student will produce the target sound(s) / / in phrases.

A07a The student will produce the target sound(s) / / in structured sentences.

A07b The student will produce the target sound(s) / / in structured sentences.

A07c The student will produce the target sound(s) / / in structured sentences.

A07d The student will produce the target sound(s) / / in structured sentences.

A08a The student will produce the target sound(s) / / in spontaneous sentences.

A08b The student will produce the target sound(s) / / in spontaneous sentences.

A08c The student will produce the target sound(s) / / in spontaneous sentences.

A08d The student will produce the target sound(s) / / in spontaneous sentences.

A09a The student will produce the target sound(s) / / when reading.

A09b The student will produce the target sound(s) / / when reading.

A09c The student will produce the target sound(s) / / when reading.

A09d The student will produce the target sound(s) / / when reading.

A10a The student will produce the target sound(s) / / in a variety of language activities.

A10b The student will produce the target sound(s) / / in a variety of language activities.

A10c The student will produce the target sound(s) / / in a variety of language activities.


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A10d The student will produce the target sound(s) / / in a variety of language activities.

A11a The student will produce the target sound(s) / / in structured conversation.

A11b The student will produce the target sound(s) / / in structured conversation.

A11c The student will produce the target sound(s) / / in structured conversation.

A11d The student will produce the target sound(s) / / in structured conversation.

A12a The student will produce the target sound(s) / / in spontaneous conversation.

A12b The student will produce the target sound(s) / / in spontaneous conversation.

A12c The student will produce the target sound(s) / / in spontaneous conversation.

A12d The student will produce the target sound(s) / / in spontaneous conversation.

A13a The student will produce and maintain the target sound(s) / / in the academic setting during an oral activity.

A13b The student will produce and maintain the target sound(s) / / in the academic setting during an oral activity.

A13c The student will produce and maintain the target sound(s) / / in the academic setting during an oral activity.

A13d The student will produce and maintain the target sound(s) / / in the academic setting during an oral activity.

AO01 The student will tolerate tactile sensation when oral musculature is firmly stroked with gloved hand, tongue depressor, toothette, or oral-swab.

AO02 The student will maintain enough lip tonus to prevent dribbling from a cup for one swallow at a time.

AO03 The student will demonstrate adequate air volume with sufficient force to make a tissue or cotton ball move.

AO04 The student will demonstrate adequate breath control by sustaining vowel production for 6-8 seconds.

AO05 The student will swallow pooled saliva as necessary to prevent drooling.


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AO06 The student will demonstrate correct oral-facial resting posture (lips slightly closed, tongue up, and jaw gently relaxed).

AO07 The student will complete jaw stability exercises following therapist model.

AO08 The student will complete lip closure technique exercises following therapist's model.

AO09 The student will complete lip rounding/protruding/spreading exercises following therapist's model.

AO10 The student will complete tongue mobility and strengthening exercises following therapist's model.

AO11 The student will complete oral muscle tone exercises following therapist's model.

AO12 The student will produce speech with appropriate pitch, loudness and rate.

AO13 The student will demonstrate a normal swallowing pattern.

AO14 The student will be able to swallow liquids without aspiration.

AO15 The student will be able to swallow thicken liquids (i.e., pudding) without aspiration.

AO16 The student will be able to chew and swallow solid foods without aspiration.

AP01 The student will produce final consonants / / without deletion in words.

AP02 The student will produce final consonants / / without deletion in sentences..

AP03 The student will produce final consonants / / without deletion in conversation.

AP04 The student will produce the initial, unvoiced sounds (phonemes) / / in words without voicing.

AP05 The student will produce the initial, unvoiced sounds (phonemes) / / in sentences without voicing.

AP06 The student will produce the initial, unvoiced sounds (phonemes) / / in conversation without voicing.

AP07 The student will produce 2 and 3 syllable words without syllable deletion.

AP08 The student will produce 2 and 3 syllable words in sentences without syllable deletion.


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AP09 The student will produce 2 and 3 syllable words in conversation without syllable deletion.

AP10 The student will produce the palatal sounds (phonemes) / / in words without fronting.

AP11 The student will produce the palatal sounds (phonemes) / / in sentences without fronting.

AP12 The student will produce the palatal sounds (phonemes) / / in conversation without fronting.

AP13 The student will produce the affricate sounds (phonemes) / / in words without deaffrication.

AP14 The student will produce the affricate sounds (phonemes) / / in sentences without deaffrication.

AP15 The student will produce the affricate sounds (phonemes) / / in conversation without deaffrication.

AP16 The student will produce the velar sounds (phonemes) / / in words without fronting.

AP17 The student will produce the velar sounds (phonemes) / / in sentences without fronting.

AP18 The student will produce the velar sounds (phonemes) / / in conversation without fronting.

AP19 The student will produce consonant sounds (phonemes) / / in words without consonant harmony.

AP20 The student will produce consonant sounds (phonemes) / / in sentences without consonant harmony.

AP21 The student will produce consonant sounds (phonemes) / / in conversation without consonant harmony.

AP22 The student will produce the strident consonants / / in words without stridency deletion.

AP23 The student will produce the strident consonants / / in sentences without stridency deletion.

AP24 The student will produce the strident consonants / / in conversation without stridency deletion.

AP25 The student will produce the fricative and/or affricate sounds (phonemes) / / in words without using stopping.

AP26 The student will produce the fricative and/or affricate sounds (phonemes) / / in sentences without using stopping.

AP27 The student will produce the fricative and/or affricate sounds (phonemes) / / in conversation without using stopping.


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AP28 The student will produce consonant clusters in words without cluster reduction.

AP29 The student will produce consonant clusters in sentences without cluster reduction.

AP30 The student will produce consonant clusters in conversation without cluster reduction.

AP31 The student will produce the final voiced consonants / / in words without devoicing.

AP32 The student will produce the final voiced consonants / / in sentences without devoicing.

AP33 The student will produce the final voiced consonants / / in conversation without devoicing.

AP34 The student will produce the liquid sounds (phonemes) / / in words without simplification or gliding.

AP35 The student will produce the liquid sounds (phonemes) / / in sentences without simplification or gliding.

AP36 The student will produce the liquid sounds (phonemes) / / in conversation without simplification or gliding.

AP37 The student will produce the initial consonants / / in words without omission.

AP38 The student will produce the initial consonants / / in sentences without omission.

AP39 The student will produce the initial consonants / / in conversation without omission.

AP40 The student will produce consonant sounds (phonemes) / / in words without glottal replacement.

AP41 The student will produce consonant sounds (phonemes) / / in sentences without glottal replacement.

AP42 The student will produce consonant sounds (phonemes) / / in conversation without glottal replacement.

AP43 The student will produce the anterior sounds / / in words without backing to velars.

AP44 The student will produce the anterior sounds / / in sentences without backing to velars.

AP45 The student will produce the anterior sounds / / in conversation without backing to velars.

AP46 The student will produce the vowels / / without substitution or distortion.


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AP47 The student will produce 3-consonant clusters / / without cluster reduction.

AP48 The student will produce the medial consonants / / without deletion or substitution.

AP49 The student will produce the postvocalic ""r"" without vowelization.

AP50 The student will produce complex consonant sequences without reduction.

AP51 The student will produce multi-syllabic words without syllable deletion.

AX01 The student will produce simple vowels (V).

AX02 The student will produce dipthongs (VV).

AX03 The student will produce repetitive syllables (CVCV) (i.e., mama, boo boo).

AX04 The student will produce consonant vowel combinations (CV)(i.e., me, no).

AX05 The student will produce vowel, consonant, vowel combinations (VCV) (i.e., open, apple).

AX06 The student will produce repetitive syllables with vowel change (CV1CV2) (i.e., baby).

AX07 The student will produce simple monosyllables with assimilation (CVC) ( i.e., Mom, Dad).

AX08 The student will produce bilabial assimilation words (CVC) (boom, mop).

AX09 The student will produce tip-alvealor assimilation words (CVC) ( dot, nut).

AX10 The student will produce simple polysyllabic words (CVCVCV) (banana) in sentences.

AX11 The student will produce simple bi-syllabics with consonant and vowel change (C1V1C2V2)(i.e., potty) in words.

AX12 The student will produce simple bi-syllabics with consonant and vowel change (C1V1C2V2)(i.e., honey) in sentences.

AX13 The student will produce complex consonants in varied syllables.

AX14 The student will produce complex consonants in words.

AX15 The student will produce complex consonants in sentences.


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AX16 The student will produce 2-consonant clusters (CCVC) (i.e.,swim) in words.

AX17 The student will produce 2-consonant clusters (CCVC) in sentences.

AX18 The student will produce front-to-back and back-to-front combinations in words.

AX19 The student will produce front-to-back and back-to-front combinations in sentences.

AX20 The student will produce complex bi-syllable combinations (CVCVC) in words.

AX21 The student will produce complex bi-syllable combinations (CVCVC) in sentences.

AX22 The student will produce multi-syllabics (CVCVCV) (i.e.,potato) in words.

AX23 The student will produce multi-syllabics (CVCVCV) in sentences.

F The student will demonstrate improved communication skills in the area of fluency with mastery of ____ out of ____ objectives.


F01 The student will implement appropriate fluency techniques to establish fluent speech.

F02 The student will discriminate between fluent and dysfluent speech and accompanying behaviors.

F03 The student will discriminate between fluent and dysfluent speech in others' speech.

F04 The student will identify and discriminate the tension level (1-10) of an initial speech sound in others' speech.

F05 The student will discriminate between ""bumpy"" and ""smooth"" speech.

F06 The student will describe the process of normal speech production.

F07 The student will identify the speech helpers.

F08 The student will identify articulators used in producing individual speech sounds.

F09 The student will identify the place tension occurs in producing individual speech sounds.


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F10 The student will identify the tension level of oral and laryngeal muscles using a scale of 1-10 during (a) rest; (b) normal speech production (c) pseudostuttered words.

F11 The student will identify his/her own dysfluent speech and accompanying behaviors.

F12 The student will identify the tension level of a stuttering spasm on a scale of 1-10.

F13 The student will identify secondary characteristics accompanying his/her own dysfluent speech.

F14 The student will identify specific avoidance behaviors.

F15 The student will identify his/her own personal capacities and demands for speech.

F16 The student will describe the type of dysfluencies.

F17 The student will identify and imitate (a) easy dysfluency and (b) hard dysfluency.

F18 The student will modify dysfluencies and accompanying behaviors.

F19 The student will produce ""Whispered Speech"" with a model.

F20 The student will strengthen oral motor patterning and timing.

F21 The student will reduce secondary behaviors associated with his/her own dysfluency.

F22 The student will produce ""Whispered Speech"" without a model.

F23 The student will produce ""easy speech"" in words, phrases and sentences with a model.

F24 The student will produce ""easy speech"" in words, phrases and sentences without a model.

F25 The student will use ""easy speech"" during structured activities in the speech room.

F26 The student will use ""easy speech"" during structured activities outside the speech room..

F27 The student will use ""easy speech"" while reading in the speech room.

F28 The student will use ""easy speech"" while reading outside the speech room.

F29 The student will use ""easy speech"" while describing simple objects in the speech room.


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F30 The student will use ""easy speech"" while conversing with therapist in the speech room.

F31 The student will use ""easy speech"" while conversing with others in the speech room.

F32 The student will use ""easy speech"" while conversing outside the speech room.

F33 The student will learn to relax oral, clavicular, back and neck muscles.

F34 The student will relax speech muscles prior to speech onset.

F35 The student will modify his/her dysfluencies using a tension scale of 1-10.

F36 The student will begin speech onset with a relaxed airflow (tension level 1-3-4) for ""Easy Onset"".

F37 The student will use ""Easy Onset"" to begin each segment after a pause, breath, etc.

F38 The student will demonstrate continuous airflow with (a) a model (b) without a model.

F39 This student will continue the airflow and stuttered sound while decreasing tension of appropriate speech muscles (Pull Out).

F40 The student will use ""Pull Out"" techniques to lesson stuttered spasm.

F41 The student will develop strategies to reduce stress in speaking situations.

F42 The student will develop strategies to modify time pressure in speaking situations.

F43 The student will develop strategies to modify responses to teasing and pity.

F44 The student will lengthen/shorten the moment of dysfluency.

F45 The student will use fluent speech in words.

F46 The student will use fluent speech in words during structured activities in the speech room.

F47 The student will use fluent speech in word during structured activities outside the speech room.

F48 The student will use fluent speech in phrases.

F49 The student will use fluent speech in phrases with an ""easy onset"" and ""continuous speech"".

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F50 The student will use fluent speech in phrases in the speech room.

F51 The student will use fluent speech in phrases outside the speech room.

F52 The student will use fluent speech in sentences.

F53 This student will use fluent speech in sentences with an ""easy onset"" and continuous speech"".

F54 The student will use fluent speech in sentences in the speech room.

F55 The student will use fluent speech in sentences outside the speech room.

F56 The student will use fluent speech during a reading activity.

F57 The student will read fluently using an ""easy onset"" and ""continuous speech"" in the speech room.

F58 The student will read fluently using an ""easy onset"" and ""continuous speech"" outside the speech room.

F59 The student will use fluent speech in reading a written report in the classroom.

F60 The student will use fluent speech in structured conversation.

F61 The student will use fluent speech in structured conversation while describing objects, events, movies, stories, etc.

F62 The student will use fluent speech during a prepared oral presentation in the speech room.

F63 The student will use fluent speech during a prepared oral presentation outside the speech room.

F64 The student will use fluent speech to recite a poem, story, play, etc.

F65 The student will use fluent speech while conducting a prepared survey outside the speech room.

F66 The student will use fluent speech to gain information over the phone from a prepared questionnaire.

F67 The student will use appropriate eye contact with the listener while engaged in structured conversation.

F68 The student will use fluent speech in unstructured conversation.

F69 The student will use fluent speech to teach fluency modification techniques to (a) a professional; (b) another dysfluent student.


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F70 The student will teach the anatomy of speech to (a) another dysfluent student; (b) his/her family; (c) his/her friends.

F71 The student will use fluent speech to teach the tension scale and relaxation techniques to another dysfluent student.

F72 The student will use fluent speech in an unstructured conversation with the (a) therapist; (b) teacher; (c) friends; (d) family; (e) strangers..

F73 The student will use appropriate eye contact with the listener while engaged in unstructured conversation.

F74 The student will use fluent speech in other settings.

F75 The student will use fluent speech while talking on the telephone.

F76 The student will use fluent speech while ordering in a restaurant.

F77 The student will use fluent speech while shopping.

F78 The student will maintain fluent speech in a variety of situations outside the speech room.

F79 The student will monitor his/her own dysfluencies and implement appropriate modification techniques to establish fluent speech.

HHA The student will demonstrate improved communication in the area of auditory skills with mastery of _____ out of _____ objectives.


HHA01 The student will demonstrate spontaneous awareness of sound.

HHA02 The student will complete _____ steps on the Sound Awareness Level of the Auditory Learning Guide.

HHA03 The student will complete _____ steps on the Phoneme Level of the Auditory Learning Guide.

HHA04 The student will complete _____ steps on the Discourse Level of the Auditory Learning Guide.

HHA05 The student will complete _____ steps on the Sentence Level of the Auditory Learning Guide.

HHA06 The student will complete _____ steps on the Word Level of the Auditory Learning Guide.

HHA07 The student will demonstrate awareness of sound by making a conditioned response.


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HHA08 The student will search for or localize sound source.

HHA09 The student will discriminate and identify linguistic and non-linguistic sounds.

HHA10 The student will discriminate and identify environmental sounds.

HHA11 The student will discriminate and identify linguistic messages differing in length.

HHA12 The student will discriminate and identify linguistic messages differing in loudness.

HHA13 The student will discriminate and identify the voice of man, woman, and child.

HHA14 The student will discriminate and identify linguistic messages differing in rhythm, stress, and intonation.

HHA15 The student will discriminate stereotypic directions.

HHA16 The student will follow ongoing speech accompanied by printed or illustrated test by a) repeating last word heard, b) providing the appropriate next word.

HHA17 The student will complete known linguistic messages.

HHA18 The student will identify groups of related words presented auditorily by a) naming category, b) providing other related words.

HHA19 The student will discriminate words in which the vowels and consonants differ.

HHA20 The student will discriminate rhyming words by a) choosing from a closed set, b) providing additional rhyming word.

HHA21 The student will discriminate between words in which the consonants are identical and the vowels differ.

HHA22 The student will discriminate between words in which the vowels are identical and the consonants differ in manner and place.

HHA23 The student will discriminate between words in which the vowels are identical and one consonant differs only in manner of articulation.

HHA24 The student will discriminate between words in which the vowels are identical and one consonant differs only in place of articulation.

HHA25 The student will discriminate between words in which the vowels are identical and one consonant differs only in voicing.

HHA26 The student will follow single familiar directions.


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HHA27 The student will sequence two critical elements in a message.

HHA28 The student will recall three critical elements in a message.

HHA29 The student will follow multi-element directions.

HHA30 The student will sequence series of multi-element directions.

HHA31 The student will make identification from a closed set based on several related descriptors.

HHA32 The student will make identification from an open set based on several related descriptors.

HHA33 The student will sequence three events from a story presented orally with the topic disclosed.

HHA34 The student will sequence three events from a story presented orally with the topic undisclosed.

HHA35 The student will recall five details of an event, story or lesson.

HHA36 The student will sequence five events from a story presented orally with the topic disclosed..

HHA37 The student will sequence five events from a story presented orally with the topic undisclosed..

HHA38 The student will demonstrate understanding by answering questions about the main idea of a lesson or complex story.

HHA39 The student will answer questions requiring comprehension of the main idea of a short conversation.

HHA40 The student will paraphrase remarks of other speaker (s).

HHA41 "The student will offer spontaneous relevant remarks in a) structured conversations, b) a classroom discussion, and c) an unstructured conversation."

HHA42 The student will demonstrate COMPREHENSION of the following selected target structures from the Bloom/Lahey Language Development Profile when given structured situations, objects, pictures, or verbal prompting: ________________________________________.

HHA43 "The student will IMITATE the following selected target structures from the Bloom/Lahey Language Development Profile when given a verbal model with/without visual prompting:_____________________________________."

HHA44 "The student will demonstrate FUNCTIONAL USE of the following selected target structures from the Bloom/Lahey Language Development Profile when given structured spontaneous situations, objects, pictures, or verbal prompting: ________________________________________."


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HHA45 The student will comprehend, imitate and spontaneously produce the following Phase ____ target structures from the Bloom/Lahey Language Development Profile:

HHA46 The student will complete the following vocabulary tasks in conjunction with a thematic unit: a) recognize and name, b) state attributes and functions, c) use in context.

HHA47 The student will engage in vocal play.

HHA48 The student will vocalize appropriately for attention or needs.

HHA49 The student will vocalize appropriately on demand.

HHA50 The student will imitate varying vocal play.

HHA51 The student will imitate length of speech utterance.

HHA52 The student will imitate vocal intensity.

HHA53 The student will imitate number of syllables.

HHA54 The student will imitate vocal pitch.

HHA55 The student will imitate stress features of speech.

HHA56 The student will mitate rhythmic pattern of speech.

HHA57 The student will imitate intonational features of speech.

HHA58 The student will Imitate phonemic features of speech.

HHA59 "The student will produce the LING Step I consonants [p, b, m, h, w, f, th, TH] in a) isolation, b) syllables repeated, c) syllables alternated, and d) familiar words."

HHA60 "The student will produce the LING Step II consonants [t, d, n, l, s, z, sh, y] in a) isolation, b) syllables repeated, c) syllables alternated, and d) familiar words."

HHA61 "The student will produce the LING Step III consonants [k, g, ch, j, ng] in a) isolation, b) syllables repeated, c) syllables alternated, and d) familiar words."

HHA62 The student will produce vowels and diphthongs in a) isolation, b) syllables repeated, c) syllables alternated, and d) familiar words.

HHA63 The student will modify vocal intensity when given cues and/or modeling.

HHA64 The student will modify durational features of speech when given cues and/or modeling.

HHA65 The student will modify vocal pitch when given cues and/or modeling.


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HHA66 The student will modify stress features of speech when given cues and/or modeling.

HHA67 The student will modify rhythmic pattern of speech when given cues and/or modeling.

HHA68 The student will modify intonational features of speech when given cues and/or modeling.

HHA69 The student will modify phonemic features of speech when given cues and/or modeling.

HHA70 The student will produce sounds with appropriate PLACE for ( ) labials , ( ) alveolars, ( ) velars in words

HHA71 The student will produce sounds with appropriate MANNER for ( ) stops, ( ) nasals, ( ) fricatives, ( ) liquids in words.

HHA72 The student will produce sounds with appropriate VOICE in words.

HHA73 The student will demonstrate the following skills 5-6 feet from sound source in a quiet classroom:

HHA74 The student will demonstrate the following skills across the room from sound source in a quiet classroom:

HHA75 The student will demonstrate the following skills next to sound source in a classroom with normal sound level:

HHA76 The student will demonstrate the following skills 5-6 feet from sound source in a classroom with a normal noise level:

HHA77 The student will demonstrate the following skills across the room from sound source in a classroom with normal noise level:

HHA78 The student will demonstrate the following skills next to sound source in a noisy classroom:

HHA79 The student will demonstrate the following skills 5-6 feet from sound source in a noisy classroom:

HHA80 The student will demonstrate the following skills across the room from sound source in a noisy classroom:

HHA81 The student will demonstrate the following skills when verbal distraction is across the room from pupil and sound source:

HHA82 The student will demonstrate the following skills when verbal distraction is 5-6 feet from pupil and sound source:

HHA83 The student will demonstrate the following skills when verbal distraction is next to pupil and sound source:


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HHA84 The student will demonstrate the following skills when sound source is at various distances from pupil and verbal distraction:

HHA85 The student will complete a functioning check each school day morning of hearing aid/auditory trainer/speech processor.

HHA86 The student will wear hearing aid/auditory trainer/speech processor 100% of the time during the school day.

HHA87 The student will keep at least 2 extra batteries in the classroom for hearing aid/speech processor.

HHA88 The student will maintain proper care of hearing aid/speech processor/auditory trainer 100% of the time.

HHA89 The student will demonstrate self-advocacy skills by communicating need for a) preferential seating, b) utilization of teacher microphone, c) repetition and/or clarification of information presented by teacher or peers.

HHA90 The student will student will tell or write down grades earned in regular classes for the special education teacher.

HHA91 The student will student will tell or write down dates of tests, reports, or projects in the regular class for the special education teacher.

HHA92 The student will student will bring classwork he does not understand or complete to the itinerant class for assistance.

L The student will demonstrate improved communication skills in the area of language development with mastery of ____ out of ____ objectives.


LA01 The student will discriminate environmental sound differences.

LA02 The student will discriminate from among the following auditory qualities: loudness/softness, fast/slow tempo, long/short duration, high/low pitch.

LA03 The student will discriminate between word pairs which differ in one or more of the following manners: initial sounds, medial sounds, final sounds, vowel sounds.

LA04 The student will discriminate sounds that sound the same and different.

LA05 The student will identify the positions of sounds in words (i.e. initial, medial, final).


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LA06 The student will identify rhyming words.

LA07 The student will increase phonemic awareness by performing various tasks requiring vowel substitutions, syllabication and consonant location.

LA08 The student will sound blend up to _ phonemes and _ syllables.

LA09 The student will auditorially close words, stories or language situations.

LA10 The student will identify phonemes in the presence of background noise/competing messages.

LA11 The student will carry out oral commands of increasing length.

LA12 The student will identify the actions in oral directions.

LA13 The student will paraphrase oral directions.

LA14 The student will identify steps in oral directions.

LA15 The student will follow 2-3 stage commands presented aloud.

LA16 The student will recall numbers in a series.

LA17 The student will follow 2-3 stage commands presented aloud in the presence of background noise/competing messages.

LA18 The student will recall significant facts and/or information derived from sentences/stories/conversations.

LA20 The student will identify the main idea in stories read aloud.

LA21 The student will comprehend and answer Wh-questions (i.e. Who, What, Where, Where, When, How, Why) about stories read aloud."

LA22 The student will relate details derived from past experiences.

LA23 The student will sequence events derived from past experiences.

LA24 The student will sequence stories/directions/songs.

LA25 The student will answer questions about sequences in paragraphs and stories (i.e. Did Jan buy the milk after she got to the store? Did Jim put his shoes on last?).

LA26 The student will improve auditory word finding abilities by incorporating one or more of the following strategies: phonetic cues, associative/semantic cues, melodic stress.

LE01 The student will imitate vocalizations.

LE02 The student will imitate inflections and duration of vocalization.


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LE03 The student will produce spontaneous vocalizations.

LE04 The student will name vocabulary from one or more of the following concept areas: spatial, quantity, quality, time.

LE05 The student will name vocabulary from the among the following categories: body parts/senses, food, clothing, household items, animals, emotions, transportation.

LE06 The student will participate in games requiring turn taking.

LE07 The student will be able to express automatic and familiar vocalizations such as : family members' names, ""ouch"", ""mine"",

LE08 The student will be able to ask for help verbally or nonverbally.

LE09 The student will be able to express wants and need through gestures/vocalizations or symbols.

LE10 The student will be able to anticipate the occurrence of repetitive words, lyrics, or movements.

LE11 The student will be able to vocalize/gesture or sign for a change in activity.

LE12 The student will be able to name body parts on self.

LE13 The student will be able express personal information such as full name, address, age, etc.

LE14 The student will be able to increase his/her MLU to ________utterances.

LE15 The student will be able to tell about remote events.

LE16 The student will generate 3-4 sentences describing a picture scene.

LE17 The student will be able to generate a sentence using target words provided by the therapist.

LE18 The student will be able to name items when given their definition.

LE19 The student will be able to identify the category of a group of objects/pictures.

LE20 The student will be able to describe objects in terms of likenesses and differences.

LE21 The student will be able to retell a story without deleting critical information.

LE22 The student will be able to rearrange scrambled words to form sentences.


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LE23 The student will be able to perform various expressive reasoning tasks.

LE24 The student will be able to describe objects using two or more of the following descriptors: category, function, size, shape, composition, parts.

LE25 The student will be able to complete analogies.

LE26 The student will be able to generate antonyms and synonyms from target vocabulary.

LE27 The student will be able to generate and explain multiple meaning words.

LE28 The student will be able to explain a joke or riddle.

LE29 The student will be able to paraphrase directions.

LE30 The student will be able to combine 2-3 sentences into one sentence.

LE31 The student will express pronoun and verb phrases.

LE32 The student will express adjective and noun phrases.

LE33 The student will express noun and adjective phrases.

LE34 The student will express pronoun and adjective phrases.

LE35 The student will express verb and it, this, that phrases.

LE36 The student will express verb, adverb/adjective phrases.

LE37 The student will express negation.

LE38 The student will express ______ word 'wh' questions.

LE39 The student will express noun-verb-noun phrases.

LE40 The student will express verb-noun-noun phrases.

LE41 The student will express verb-noun-verb phrases.

LE42 The student will express verb-verb-noun phrases.

LE43 The student will express ______ word phrases including pronoun.

LE44 The student will express verb-adjective-noun phrases.

LE45 The student will express______ word phrases including adjective/adverb.

LE46 The student will express noun-preposition-noun phrases.

LE47 The student will express ______ word negation phrases.

LE48 The student will express ______ word 'wh' questions.


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LE49 The student will express one or more of the following pronouns in phrases-sentences: demonstrative, personal, indefinite, reflexive.

LE50 The student will express the articles (a, an, the) in phrases/sentences.

LE51 The student will express regular plurals in phrases/sentences.

LE52 The student will express irregular plurals in phrases/sentences.

LE53 The student will express the possessive marker (s) in phrases/sentences.

LE54 The student will express the present progressive marker (ing) in phrases/sentences.

LE55 The student will express one or more of the following copulas (am, is, are, was, were) in phrases/sentences.

LE56 The student will express the present tense marker (s) in phrases/sentences.

LE57 The student will express the regular past tense marker (ed) in phrases/sentences.

LE58 The student will express irregular past tense in phrases/sentences.

LE59 The student will express future tense in phrases/sentences.

LE60 The student will express 'wh' questions in phrases/sentences.

LE61 The student will express yes/no interrogative in phrases/sentences.

LE62 The student will express one or more of the following modals (can, could, should, would, may, might, will, do, does, did) in phrases/sentences.

LE63 The student will express the active/passive voice in phrases/sentences.

LE64 The student will produce conjunctions in phrases/sentences.

LE65 The student will produce negatives in phrases/sentences.

LE66 The student will produce contractions in phrases/sentences.

LP01 The student will demonstrate communicative intent through turn taking.

LP02 The student will demonstrate communicative intent through gesturing.

LP03 The student will demonstrate communicative intent through labeling.


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LP04 The student will demonstrate communicative intent through answering questions.

LP05 The student will demonstrate communicative intent by requesting an action.

LP06 The student will demonstrate communicative intent by requesting an answer.

LP07 The student will demonstrate communicative intent through calling.

LP08 The student will demonstrate communicative intent through greeting.

LP09 The student will demonstrate communicative intent through protesting.

LP10 The student will demonstrate communicative intent through repeating.

LP11 The student will demonstrate communicative intent through role playing.

LP12 The student will gain attention of others appropriately.

LP13 The student will take turns in conversations appropriately.

LP14 The student will maintain conversational topics appropriately.

LP15 The student will express one or more of the following rote social exchanges appropriately: greetings, farewell, introductions, request to repeat, appreciation.

LP16 The student will express one or more of the following informational communication acts: personal data, requests of others, description of objects/people/pictures,story telling.

LP17 The student will express one or more of the following controlling communication acts appropriately: suggestions, permission, reasons, favors, complaints, intentions.

LP18 The student will express one or more of the following emotions appropriately: apologies, agreement, disagreement, support, compliments, affection, positive feelings.

LP19 The student will demonstrate appropriate tone of voice in varying situations.

LP20 The student will demonstrate appropriate personal space.

LP21 The student will be able to comprehend nonverbal cues of others.

LP22 The student will refuse the request of others politely.


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LP23 The student will demonstrate appropriate negotiating skills.

LP24 The student will make relevant remarks in a conversation with peers.

LP25 The student will initiate conversation with adults.

LP26 The student will initiate conversation with peers.

LP27 The student will be able to change topics appropriately.

LP28 The student will demonstrate active listening through eye contact and nonverbal cues.

LR01 The student will establish and exchange eye contact.

LR02 The student will visually track moving object and/or people.

LR03 The student will appropriately request and respond to attention nonverbally.

LR04 The student will recognize objects within the environment.

LR05 The student will establish object permanence.

LR06 The student will imitate movements with objects.

LR07 The student will perform appropriate movements with objects.

LR08 The student will match identical objects.

LR09 The student will match identical pictures.

LR10 The student will match object to like-picture or picture to like-object.

LR11 The student will demonstrate the use and function of objects appropriately.

LR12 The student will appropriately transfer an object from one location to another.

LR13 The student will comprehend vocabulary from one or more of the following concept areas: spatial, quantity, quality, time.

LR14 The student will comprehend vocabulary from the among the following categories: body parts/senses, food, clothing, household items, animals, emotions, transportation.

LR15 The student will identify nouns.

LR16 The student will comprehend noun-verb-noun phrases.

LR17 The student will comprehend verb-noun-noun phrases.

LR18 The student will comprehend verb-noun-verb phrases.

LR19 The student will comprehend verb-verb-noun phrases.


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LR20 The student will comprehend 3 word phrases including pronouns.

LR21 The student will comprehend verb-adjective-noun phrases.

LR22 The student will comprehend 3 word phrases including adjective/adverb.

LR23 The student will comprehend noun-preposition-noun phrases.

LR24 The student will comprehend 3 word phrases including: nouns, verbs, pronouns, adjectives, adverbs, prepositions.

LR25 The student will comprehend 3 word negation phrases.

LR26 The student will comprehend 3 word 'wh' questions.

LR27 The student will comprehend one or more of the following pronouns in phrases/sentences: demonstrative, personal, indefinite, reflexive.

LR28 The student will comprehend the articles (a, an, the) in phrases/sentences.

LR29 The student will comprehend ___ regular plurals in phrases/sentences.

LR30 The student will comprehend ___ irregular plurals in phrases/sentences.

LR31 The student will comprehend the possessive marker (s) in phrases/sentences.

LR32 The student will comprehend the present progressive marker (ing) in phrases/sentences.

LR33 The student will comprehend one or more of the following copulas (am, is, are, was, were) in phrases/sentences.

LR34 The student will comprehend the present tense marker (s) in phrases/sentences.

LR35 The student will comprehend the regular past tense marker (ed) in phrases/sentences.

LR36 The student will comprehend irregular past tense in phrases/sentences.

LR37 The student will comprehend future tense in phrases/sentences.

LR38 The student will comprehend 'wh' questions in phrases/sentences.

LR39 The student will comprehend yes/no interrogative in phrases/sentences.


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LR40 The student will comprehend one or more of the following modals (can, could, should, would, may, might, will, do, does, did) in phrases/sentences.

LR41 The student will comprehend the active/passive voice in phrases/sentences.

LR42 The student will comprehend conjunctions in phrases/sentences.

LR43 The student will comprehend negatives in phrases/sentences.

LR44 The student will comprehend contractions in phrases/sentences.

LR46 The student will comprehend the following ""WH"" questions _________________

LR47 The student will identify objects by their function.

LR48 The student will be able to comprehend homonyms.

LR49 The student will be able to comprehend antonyms.

LR50 The student will be able to comprehend synonyms.

LR51 The student will be able to group objects/pictures according to category.

LR52 The student will be able to identify a picture/object that doesn't belong out of 4 pictures.

LR53 The student will be able to comprehend absurdities/ambiguities from verbal information.

LR54 The student will be able to comprehend idioms/metaphors.

LR55 The student will be able to comprehend a joke or riddle.

LR56 The student will be able to comprehend analogies.

PS01 The student will use sign, symbol or voice output device to request actions and/or objects.

PS02 The student will activate a switch for cause and effect.

PS03 The student will activate a switch for auditory or visual tending.

PS04 The student will vocalize during pleasurable activities.

PS05 The student will turn to vocalization

PS06 The student will turn take with vocalizations.

PS07 The student will vocalize consonant plus vowel or vowel plus consonant.

PS08 The student will signal to continue movement.

PS09 The student will wave""hi"" or ""bye"" at an appropriate time given cues or minimum assistance.


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PS10 The student will laugh during playful adult interaction.

PS11 The student will eye-gaze during pleasurable or joint action routines.

PS12 The student will demonstrate eye-gaze during pleasurable or joint action routines. The student will reject or protest by using gesture, sign, symbol, speech or vocalization (other than crying).

PS13 The student will use motor movement, gesture or speech to gain attention.

PS14 The student will participate in turn-taking with a peer.

PS15 The student will participate in turn-taking with an adult.

PS16 The student will point to, show or give an item to an adult when it is named.

PS17 The student will match identical objects.

PS18 The student will match identical pictures

PS19 The student will name common objects.

PS20 The student will point to body parts when named.

PS21 The student will name ____ body parts.

PS22 the student will attend to pictures or photos as they are named for a short period of time.

PS23 The student will group objects into at least three groups.

PS24 The student will demonstrate comprehension of target vocabulary (nouns).

PS25 The student will demonstrate comprehension of target vocabulary (verbs).

PS26 The student will demonstrate comprehension of target vocabulary (descriptors).

PS27 The student will demonstrate comprehension of target vocabulary (pronouns).

PS28 The student will demonstrate comprehension of target vocabulary (concept words).

PS29 The student will demonstrate use of target vocabulary.

PS30 The student will use at least ten words or approximations of words.

PS31 The student will refer to self by name.

PS32 The student will use the pronouns, ""I, me, you"".


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PS33 The student will follow a simple direction.

PS34 The student will follow a complex direction.

PS35 The student will attend to a story when read out loud.

PS36 The student will attend to a story, supplying some words.

PS37 The student will attend to a story, answering simple questions.

PS38 The student will combine 2 words.

PS39 The student will combine 3 words.

PS40 The student will imitate 2-3 word phrases/sentences.

PS41 The student will imitate 4-5 word phrases/sentences.

PS42 The student will produce ____ word phrases/sentences.

PS43 The student wil relate routine experiences.

PS44 The student will relate novel experiences.

PS45 The student will demonstrate comprehension of a visual schedule.

PS46 The student will respond ""yes"" or ""no"" to simple questions.

PS47 The student will identiry objects or pictures of objects by their function.

PS48 The student will identify at least two parts of an object.

PS49 The student will imitate gestures during songs or play activities.

PS50 The student will imitate developmentally appropriate sounds in words.

PS51 The student will reach of an object named.

PS52 The student will use social signals to gain attention, great, and express pleasure.

PS53 The student will engage in an activity presented.

PS54 The student will answer ""What"" questions.

PS55 The student will answer ""Where"" questions.

PS56 The student will answer ""Who"" questions.

PS57 The student will answer ""Which"" questions.

PS58 The student will answer ""Why"" questions.

PS59 The student will recognize and use pronouns.

PS60 The student will recognize and use regular plurals.

PS61 The student will recognize and use regular verbs.


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PS62 The student will recognize and name target vocabulary.

PS63 The student will state 3 attributes of target vocabulary.

PS64 The student will state 2 functions of target vocabulary.

PS65 The student will use target vocabulary in a sentence.

PS66 The student will increase word retrieval accuracy using categories named by the therapist.

PS67 The student will increase word retrieval accuracy using sentence completions.

PS68 The student will imitate motor acts involving the use of objects ehn modeled and told to ""Do this.""

PS69 The student will imitate gross motor acts involving the use of body parts when modeled and told to ""Do this.""

PS70 The student will wave in response to someone: by initating, by reciprocating."

PS71 The student will indicate a desireable item when presented with a choice of ____ and asked ""What do you want?""

PS72 The student will continue a rhyming pattern (prosody) in order to meet preschool age/grade level curriculum standards.

PS73 The student will sustain attention to task with visual and verbal cues in order to meet preschool age/grade level curriculum standards.

PS74 The student will follow simple directions with visual/verbal cues in order to meet preschool age/grade level curriculum standards.

PS75 The student will activate a switch for cause and effect and auditory tactile stimulation.

PS76 The student will tolerate hand/hand signaling paired with verbal cues: ""finished"", ""more"", ""hi"", ""bye"", ""eating"", ""drinking"".

PS77 The student will use signals (objects, gestures, signs, picture symbols, vocalizations/voice output device to communicate."

PS78 The student will indicate pleasure by smiling when given verbal attention.

V The student will demonstrate improved communication skills in the area of voice quality, volume, etc. with mastery of ____ out of ____ objectives.


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V01 The student will discriminate between correct and incorrect samples of voice productions.

V02 The student will become familiar with and use appropriate vocabulary in describing the functions of the vocal mechanism.

V03 The student will identify abusive behaviors and situations in which they occur.

V04 The student will identify alternative voice behaviors.

V05 The student will identify an appropriate breathing pattern.

V06 The student will practice respiration exercises using a controlled inhalation/exhalation pattern.

V07 The student will maintain an appropriate breathing pattern.

V08 The student will identify the site of vocal tension.

V09 The student will practice relaxation techniques to reduce muscle tension and create sensory awareness.

V10 The student will maintain an appropriate tension level while speaking.

V11 The student will identify instances of easy onset of speech.

V12 The student will use an easy onset of speech to address timing of expiratory flow relative to initiation of phonation.

V13 To decrease use of hard glottal attack, the student will produce minimal pair words using /h/ ; (e.g., whose/ooze; hill/ill; hair/air; hale/ale; heel/eel).

V14 To decrease use of hard glottal attack, the student will blend final consonant/initial vowel words together in phrases (e.g., I'll__eat; he's__anxious; five__under; Bill's__exit).

V15 To decrease use of hard glottal attack, the student will blend words when two vowels occur together using a linking sound (e.g., try /j/ it; go /w/ on; fry /j/ eggs; see /j/ Ann).

V16 To decrease use of hard glottal attack, the student will elongate vowel sounds and linger on voiced continuant consonants (e.g., elegant; easy; animal; asian).

V17 To decrease use of hard glottal attack, the student will breathe out both the elongated vowel and the following /k/ consonant in words (e.g., exercise, aching).


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V18 To decrease use of hard glottal attack, the student will practice rapid repetitions of: no no no oh oh oh; no oh no oh no oh no; ha ha ha ah ah ah; ha ah ha ah ha ah ha.

V19 To decrease use of hard glottal attack, the student will practice identifying hard versus easy onsets in words, phrases and sentences.

V20 The student will identify instances of an appropriate loudness level.

V21 To increase adduction of the vocal folds, the student will practice laryngeal closure reflex exercises (e.g., pushing, pulling, pressing down, coughing).

V22 To increase adduction of the vocal folds, the student will practice hard onset on vowel repetitions (e.g., ""i-i-i"").

V23 To increase adduction of the vocal folds, the student will extend prolonged throat clearing into a vowel sound.

V24 To stimulate adduction of the vocal folds, the student will practice postural maneuvers (e.g., head turning, chin tilting).

V25 To decrease adduction of the vocal folds, the student will produce breathed sounds and phrases (e.g., ""shine Seth's shoes"").

V26 To decrease adduction of the vocal folds, the student will increase the number of replenishing breaths.

V27 To decrease adduction of the vocal folds, the student will practice yawn/sigh exercises.

V28 To decrease adduction of the vocal folds, the student will practice Froeschel's Chewing Exercises.

V29 To decrease adduction of the vocal folds, the student will demonstrate relaxation techniques.

V30 To decrease adduction of the vocal folds, the student will repeat breathed sounds followed by prolongation of a vowel (e.g., ""h h h h ha; s s s s sa"").

V31 To decrease adduction of the vocal folds, the student will prolong cognate pairs with slow, smooth airflow/voicing transitions (e.g., prolonged breathed sounds for 3 seconds before voicing; ssssszzzzz; fffffvvvvv).

V32 The student will concentrate on ""facial buzz"" (e.g., practice front of the face voiced continuants /m/, /z/, /zh/, /v/."

V33 The student will maintain an appropriate loudness level.


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V34 The student will identify instances of an appropriate pitch level.

V35 To elicit lowered pitch phonation, the student will cough and prolong the sound into a vowel.

V36 To elicit lowered pitch phonation, the student will begin a vowel with a glottal attack.

V37 To elicit lowered pitch phonation, the student will decrease tension in the speech musculature.

V38 To elicit lowered pitch phonation, the student will practice dropping the larynx from an unusually high position.

V39 To elicit lowered pitch phonation, the student will practice humming resonantly down the scale.

V40 To elicit higher pitch phonation, the student will practice humming to match the target tone of a pitch pipe or keyboard.

V41 To elicit higher pitch phonation, the student will shape humming into words beginning with /m/ to match the target tone of a pitch pipe or keyboard.

V42 To elicit higher pitch phonation, the student will produce sentences that contain /m/ words, using a musical quality.

V43 To elicit higher pitch phonation, the student will maintain a flexible and variable range while producing sentences, questions, and exclamations.

V44 To elicit higher pitch phonation, the student will maintain pitch levels to reflect the meanings and feelings inherent in conversation.

V45 To elicit higher pitch phonation, the student will eliminate hard glottal attacks.

V46 To elicit higher pitch phonation, the student will reduce muscular tension.

V47 The student will maintain an appropriate pitch level.

V48 The student will identify instances of appropriate duration of words and rate of speaking.

V49 The student will produce vowels correctly in isolation.

V50 The student will prolong-repeat the target behavior.

V51 The student will stop and start the target behavior at will.

V52 The student will correctly produce the target behavior while varying the length of utterance (e.g., repeated vowels, CVC words, phrases, and sentences).


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V53 The student will correctly produce the target behavior, varying the complexity (e.g., imitation, automatic responses, simple self-generated responses, complex self-generated responses).

V54 The student will produce the target behavior, varying the timing of the response (e.g., predictable response time [stimulus-response] and unpredictable response time [answering questions with one word]).

V55 The student will maintain appropriate duration of words and rate of speaking.

V56 The student will identify instances of appropriate nasal resonance.

V57 To decrease nasal air emission, the student will implement tactile feedback of vibration on the sides of the nose while producing pressure-sensitive phonemes in words and sentences - no nasals.

V58 To decrease nasal air emission, the student will produce pressure-sensitive phonemes without moving a paper paddle.

V59 To decrease nasal air emission, the student will compare the production of pressure sounds with nostrils pinched versus unpinched.

V60 To decrease nasal air emission, the student will produce pressure-sensitive phonemes using quick, light contacts.

V61 The student will maintain appropriate nasal resonance.

V62 The student will identify instances of appropriate oral resonance.

V63 To decrease hypernasality and encourage oral resonance, the student will produce nasal/oral contrasts during the production of vowels.

V64 To decrease hypernasality and encourage oral resonance, the student will produce vowel sounds and words with the back of the tongue lowered during vowel production.

V65 To decrease hypernasality and encourage oral resonance, the student will produce yawning and yawning plus vowels and anterior consonants.

V66 To decrease hypernasality and encourage oral resonance, the student will become aware of tactile vibrations while producing nasal phonemes and touching the side of the nose.

V67 The student will maintain appropriate oral resonance.


Modify Banks

V68 The student will use appropriate voice production in the therapy setting.

V69 The student will use appropriate voice production in the school environment.

V70 The student will use appropriate voice production in the home environment.


Bank Name: Greenville - Speech Goal Code Description...

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