Critical Thinking Speech And Language Goals And Objectives

Examples of IEP Goals and Objectives Suggestions For Students With Autism

 

  1. ________ will develop social understanding skills as measured by the benchmarks listed below.
    1. _____ will raise their hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so.
    2. _____will work cooperatively with peers in small group settings (ie. Share materials, allow peers to share different thoughts) 4/5 opportunities to do so.
    3. _____ will develop an understanding of the relationship between his/her verbalizations and actions/effect on others 4/5 opportunities to do so.
    4. _____ will engage in appropriate cooperative social play interactions initiated by others 4/5 opportunities to do so.
    5. _____ will engage in cooperative social play interactions by allowing others to make changes or alter the play routine 4/5 opportunities to do so.
    6. _____ will engage in appropriate turn-taking skills by attending to peer’s turn and waiting for own turn 4/5 opportunities to do so.
    7. _____will appropriately acknowledge an interaction initiated by others by giving an appropriate response, either verbal or non-verbal.
    8. _____ will develop an understanding of the rationale for various social skills by stating the reason when asked (ie. Why do we say excuse me?)
    9. _____ will increase social awareness of environment by stating what is taking place in environment or imitating actions of others 4/5 opportunities to do so.
    10. _____ will increase safety awareness by stating the effect of various situations 4/5 opportunities to do so.
    11. _____ will identify appropriate social rules and codes of conduct for various social situations 4/5 opportunities to do so.
    12. _____ will refrain from interrupting others by exhibiting appropriate social interaction skills 4/5 opportunities.
  1. ________ will increase social-emotional skills as measured by the benchmarks listed below.
    1. _____ will identify various emotional states in others 4/5 opportunities to do so.
    2. _____ will state why a person might be feeling a particular emotion 4/5 opportunities to do so.
    3. _____ will identify various simple emotional states in self 4/5 opportunities to do so.
    4. _____ will state why he/she might be feeling a particular emotion 4/5 opportunities to do so.
    5. _____ will state what would be an appropriate response to a particular emotional state 4/5 opportunities to do so.
  1. _____ will increase social communication skills as measured by the benchmarks listed below.
    1. _____ will initiate communicative interactions with others 4/5 opportunities to do so.
    2. _____ will initiate varied appropriate topics with others 4/5 opportunities to do so.
    3. _____ will initiate communicative interactions with others by asking questions 4/5 opportunities to do so.
    4. _____ will engage in conversational turn-taking with others across 3-4 conversational turns, 4/5 opportunities to do so (topics initiated by self /others).
    5. _____ will call attention to communicative partner prior to communicating 4/5 opportunities to do so.
    6. _____ will ask questions of others regarding topics initiated by self or others to sustain conversation for conversational turn-taking 4/5 opportunities to do so.
    7. _____ will identify and understand various non-verbal social communication behaviors (ie. Tone of voice, personal space, vocal volume, body orientation, facial expressions) by stating their implied meaning 4/5 opportunities to do so.
    8. _____ will spontaneously seek assistance/ ask for help/ seek additional information given visual prompts 4/5 opportunities to do so.
    9. _____ will spontaneously use a verbal or non-verbal message to indicate to the speaker that he needs additional “wait” time to process information editorially 4/5 opportunities to do so.
    10. _____ will identify breakdowns in communication and make appropriate adjustments 4/5 opportunities to do so.
  1. ____ will increase narrative discourse skills to objective criteria as measured by the benchmarks listed below.
    1. _____ will state the main idea of the story, video or situation 4/5 opportunities to do so.
    2. _____ will relate information (ie. Past events, stories, situations, etc…) sequentially 4/5 opportunities to do so.
    3. _____ will identify what happened first, in the middle, and last regarding a previous read story, past event, or situation.
    4. When relating information_____ will provide an initial background statement, include referents, include important pieces of relational information and leave out irrelevant details.
  2. ____ will increase their ability to function appropriately within the school environment as measured by the benchmarks listed below.
    1. Given visual and verbal prompts, _____ will participate in tasks/ activities to completion by exhibiting appropriate behaviors, _% of the time.
    2. _____ will transition appropriately from tasks and activities and school environments _% of the time given visual and verbal prompts.
    3. _____ will accept changes in routine/schedule by exhibiting appropriate behaviors given visual and verbal cues _ % of the time.
    4. _____ will follow classroom rules and directives given visual and verbal prompts _% of the time.
    5. _____ will independently take a break given visual prompts _ % of the time. (goal #5: objectives contd.)
    6. _____ will independently ask to take a break given visual and verbal prompts _% of the time.

 

Strategies to focus on above Goals/ Objectives:

*  Social Stories
*  Comic Strip Conversations
*  Social Scripting/ Computer Conversations (reduces social demands of situation)
*  Find and use “hooks” (high interests )for academics, social relations, social communication, etc…
* Video-tapes
*  Digital Photography (for real life situations)
*  Audio-taping
*  Lunch/Recess Clubs
*  Story-mapping (Inspiration Software)
*  Individual visual schedule
*  Visual directions

 

Adapted From Susan Stokes, CESA 6 Autism Consultant

Tools and Activities

Design expected outcomes around tools and activities that augment verbal skills expansion. For example, design goals related to a student always having a dictionary or thesaurus handy. An anticipated outcome can revolve around word power, requiring the student to spend time with the dictionary every time a new word is encountered. Use those expectations to help teach new meanings and derivatives of words as well as check the spelling of uncertain words.

Develop goals that increase reading to develop abilities with words, expression, comprehension of concepts and knowledge acquisition. Reading aloud with a partner helps exercise active listening, discussion and opinion, which all promote verbal intelligence skills. Come up with desired outcomes that help the learner remember the words by using the words in context. Writing goals offer a means to polish skills, editing and rewriting to improve writing or cut out repetitive or unnecessary material. Creating IEP goals for language reasoning centering on word games can foster reasoning and verbal dexterity. Suggest expectations that increase verbal intelligence with the implementation of mental exercises – like crossword puzzles, anagrams, code-breakers, rebuses, word searches and scrabble.

Foremost, encourage children with goals that make them reason throughout the day. The basis for concept development should be real experiences and events. If the goal of a learner is to speak about his or her daily experiences (routine or sequence of an event) it helps the student to process by comprehending sequences. The attainment of these goals becomes much easier when students are encouraged to explain or talk through their reasoning process when problem solving, including the logical relationships among things. Consider, when creating goals the process of classifying, same/different, one-to-one correspondence, cause and effect, matching, and spatial relationships.

Additionally, when creating IEP goals for language reasoning, keep in mind a balance of listening and talking that is appropriate for a learner's age and abilities, i.e., verbalization for the student whose communication skills are limited as well as allowing enough time for a student response.

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