functional communication goal bank
Given an object or picture, STUDENT will use2 words to indicate recurrenceof an object(e.g., more cracker)with 80% accuracy in 4 out of 5 opportunities. Given an event or story, STUDENT willretell the event or storyusing appropriatesequencingwith 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will express HIS/HER feeling, such as I am frustrated, sick, happy, etc. 
I hesitantly put some of the goals on this list. Receptive Language The client will improve receptive language skills in order to functionally communicate with adults and peers. Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentenceto tell about past eventswith 80% accuracy in 4 out of 5 opportunities. Given a new person entering or leaving a situation, STUDENT will independently volunteer social greetings andfarewells, such as hi and bye with 80% accuracy in 4 out of 5 opportunities. 
Given different social settings, STUDENT will monitor HIS/HER volume and adjust it based on setting and/or situationwith 80% accuracy in 4 out of 5 opportunities. with minimal promptingwith 80% accuracy in 4 out of 5 opportunities. Given a story read aloud, STUDENT will select the picture of the noun that tells WHO and WHATwith 80% accuracy in 4 out of 5 opportunities. Given a communication partner, STUDENT will point to gain the communication partners attentionwith 80% accuracy in 4 out of 5 opportunities. For an all in one download please see end of document. Givena phrase or sentence that includessubject pronouns(e.g., I, he, she, you, we they), STUDENT will answer yes or no if the phrase or sentence uses the pronounaccuratelywith 80% accuracy in 4 out of 5 opportunities. Given a task or activity to take turns, STUDENT will wait for HIS/HER turn, sit or stand quietly, keep HIS/HER legs and arms still, avoid whining or begging, and engage in activity or task when it is HIS/HER turnwith 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will ask WH questions(i.e., What is the girl doing?) in a complete sentencewith 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 words verbally, STUDENT will select 2 similar picturesandexplain the similaritieswith 80% accuracy in 4 out of 5 opportunities. Respond appropriately to oral directions and instructions given by. Given 10 common objects or pictures, STUDENT will verbally label the itemwith 80% accuracy in 4 out of 5 opportunities. Plan with others for social, leisure, and vacation trips in the community and to other locations outside of his or her immediate community. NAME will carry his AAC system with him for 5 transitions per school day across 4 out of 5 days in a week given 1 indirect verbal cue as measured by classroom observation, teacher interviews, and data collection.2. So when it says Ask for an item. how that ask happens is going to vary by child. Given 10 common nouns, STUDENT will identify the correct nounbypointing to the appropriatepicturewith 80% accuracy in 4 out of 5 opportunities. Ask for clarification and further explanation when needed. Given a need or desire, STUDENT willspontaneouslycommunicate HIS/HER needs or desire (e.g., I need, I want)with 80% accuracy in 4 out of 5 opportunities. Dont combine academic content with communication goals. Given augmentative symbols or device, STUDENT will carry device to various school and community locations(lunchroom, classroom, recess etc.) Given a verbal question, STUDENT will select the picture of theverbthat tells the actionwith 80% accuracy in 4 out of 5 opportunities. Given the need to get the teachers attention, STUDENT willlook at the teacher, raise HIS/HER hand, wait to be acknowledged, and ask their questionwith 80% accuracy in 4 out of 5 opportunities. 
You can find the link here: NASET EXAMPLE GOALS. hello, how are you?, etc.) Given 3 to 5 items, STUDENT will identify the item that does not belong in the group and explain whywith 80% accuracy in 4 out of 5 opportunities. Given a conversational partner, STUDENT will describe the conversationalpartners emotional responses of HIM/HER when HE/SHE uses expected and unexpected behaviors during a conversationwith 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will use a statement to end the conversation appropriatelywith80% accuracy in 4 out of 5 opportunities. Dont combine academic content with communication goals. Given 1 indirect verbal cue, NAME will combine 2 or more symbols to make requests in 70% of opportunities during routine or semi-structured activities.5. Given a need to ask a question, STUDENT will get the persons attention appropriately, look at the person, use a pleasant tone of voice, use words such as please, would, may I, and listen to the persons answerwith 80% accuracy in 4 out of 5 opportunities. Given a real-life or role-play scenario, STUDENT will demonstrate how to accept teacher help to make an appropriate decision during a conflict situationwith 80% accuracy in 4 out of 5 opportunities. Given 3 different categories, STUDENT will correctly sort objects/pictures into each differentcategorywith 80% accuracy in 4 out of 5 opportunities. Given a reading task, STUDENT will identify and interpret the meaning ofidioms, metaphors, similes, or proverbswith 80% accuracy in 4 out of 5 opportunities. Given a reading task, STUDENT will define unfamiliar words using context clueswith 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given a communication partner and a communication breakdown, STUDENT will usecommunication breakdown strategies,such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouthto improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities. Given a visual and up to 1 verbal cue, NAME will use strategies (i.e., rehearsal, visualization, asking for repetitions, writing down the steps) to follow multistep directions in 70% of observed opportunities. Clinical observations and interviews with teachers, other therapists, and caregivers will give you an indication of how your client uses their AAC system across natural (e.g., at home) and within more structured (e.g., at school) contexts. Given an idiom verbally, STUDENT will identify a social situation wherethe idiom may be used appropriatelywith 80% accuracy in 4 out of 5 opportunities. Given different conversational partners (e.g., peer, teacher, authority figure, etc. Given 20 words or pictures and a verbal prompt or model, STUDENT will articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will produce HIS/HER own ideas (not mimicking or copying others ideas) when entering or joining a conversationwith 80% accuracy in 4 out of 5 opportunities. restroom, stop sign, crosswalk, exit, etc.) Given a reading passage, STUDENT will independentlyanswer WH questions byarticulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. You can find the link here: NASET EXAMPLE GOALS. For the purpose of this article, we will focus specifically on writing goals for increasing AAC skills during therapy. Given a target simple sentence, NAME will add an embedded detail (adverb and/or adjective) to create a new sentence with 80% accuracy. Given a sentence with two rhyming words, STUDENT will identify the two rhyming wordswith 80% accuracy in 4 out of 5 opportunities. Given a 2 minute tape-recording of HIS/HER reading or conversational speechwith bumpy or smooth speech, STUDENT will identify ifHIS/HER speech is bumpy or smooth with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will take turns speaking to provide a give and take conversationwith80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2-3 word utterancesto describe the object or picturewith 80% accuracy in 4 out of 5 opportunities. Given offered help from a peer or adult, STUDENT will accept the help and thank the person, or politely decline the helpwith 80% accuracy in 4 out of 5 opportunities. Given 10 pictures or objects for 2 different categories, STUDENT will identify the categories andcategorize the picture or objectsinto 2 different categorieswith 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use2 words to show the disappearance of an object(e.g., no cracker, apple all gone)with 80% accuracy in 4 out of 5 opportunities. Given a conversational partner, STUDENT will identify how that person is feeling based on observing their body languagewith 80% accuracy in 4 out of 5 opportunities. As parents or Givena phrase or sentence that includesarticles(e.g., a, an, the, and some), STUDENT will answer yes or no if the phrase or sentence uses the articlesaccuratelywith 80% accuracy in 4 out of 5 opportunities. Hi! Given a reading passage, STUDENT will independentlyarticulate the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities. We went through a phase at meals, where if Kevin didnt like what I served him, he would throw it on the floor. Given a social situation or role-play scenario, STUDENT will give and accept complimentsappropriatelywith 80% accuracy in 4 out of 5 opportunities. That particular day, Kevin had a new toy with him, one that he hadnt brought on the van before. Invite family members, friends, and neighbors to join him or her in various leisure-time activities, including games and sports, entertainment and sports events, shopping, and social events. Given an activity with a partner, STUDENT will demonstrate joint attention for X minuteswith 80% accuracy in 4 out of 5 opportunities. Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequencethe storyincluding problem and solutionwith 80% accuracy in 4 out of 5 opportunities. Our students absolutely need opportunities throughout the day to work on their communication skills. 
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