103 example goals

Speech therapy goals: examples and goal bank

103 sample speech therapy goals grouped by skill area, written as SMART examples you can adapt to each client.

Build your own goal speech therapy treatment plan template

Starting points to adapt: replace [Name] and [date], then fit the skill, support, and criterion to the person.

103 goals · 12 skill areas

Speech sounds and articulation
Intelligibility and motor speech
Receptive language (understanding)
Expressive language (words and sentences)
Narrative and discourse
Social communication and pragmatics
Fluency and stuttering
AAC (augmentative and alternative communication)
Voice
Adult language and cognitive communication
Literacy and phonological awareness
Feeding and swallowing

Speech sounds and articulation goals

Producing speech sounds, from single words to conversation. Measure accuracy on a named target at a stated level and record the cue used.

By [date], [Name] will produce /s/ at the start of words during picture naming, with a visual cue for tongue placement, in 8 of 10 attempts across 3 consecutive sessions.
By [date], [Name] will produce /k/ and /g/ at the end of words while reading a list of 20 familiar words, without cues, with 80% accuracy on 2 separate days.
By [date], [Name] will say two- and three-syllable words with every syllable present (e.g., “banana”, “tomato”) during a pretend shopping game, after a single model, in 9 of 10 opportunities.
By [date], [Name] will produce /r/ in short phrases while describing photographs from a family album, given one verbal reminder at the start, with 80% accuracy across 3 sessions.
By [date], [Name] will produce “sh” in sentences during a barrier game in the clinic, independently, in 16 of 20 sentences on 2 consecutive sessions.
By [date], [Name] will judge whether a recording of their own target sound was accurate, independently, in 8 of 10 trials across 2 sessions.
By [date], [Name] will produce /s/ blends (e.g., “spoon”, “star”, “school”) while naming items packed in their school bag or tiffin, with a gestural cue, in 4 of 5 opportunities.
By [date], [Name] will produce their target sound in English words and in words from the home language agreed with the family (e.g., Marathi or Bengali), with a model, in 7 of 10 attempts in each language.
By [date], [Name] will use their target sound in a 3-minute conversation with a parent or grandparent at home, reviewed from a voice note shared with the therapist, in 80% of attempts across 2 recordings.
By [date], [Name] will self-correct a target sound error after a silent signal from the class teacher during reading aloud, in 3 of 4 opportunities over 2 weeks, as recorded by the teacher.

Intelligibility and motor speech goals

How well listeners understand the person, including with motor speech difficulties or dysarthria. Measure with a named listener, a set task and messages understood.

By [date], [Name] will be understood by an unfamiliar adult, such as a shopkeeper, when making a 3–5 word request, with no support, in 4 of 5 attempts during community outings.
By [date], [Name] will use a slower speaking rate, cued by a pacing board, when sharing a short news item in class, in 3 of 4 opportunities on 3 school days.
By [date], [Name] will use their agreed clear-speech strategies (slow rate, full breath, exaggerated mouth movements) on phone calls with family, with a reminder card beside the phone, so that the listener asks for no more than one repetition per call on 3 of 4 calls.
By [date], [Name] will repair a breakdown when a listener does not understand, by repeating, rephrasing, showing or giving the first letter, independently, in 4 of 5 breakdowns observed in a session.
By [date], [Name] will say 10 functional words used at home, including family members' names, in the same form each time they are attempted, with a model as needed, across 3 sessions.
By [date], [Name] will give their name, area and a parent's phone number clearly enough for a new listener to write them down correctly, independently, on 2 of 2 practice trials in the community.
By [date], [Name] will tell an auto-rickshaw driver or bus conductor their stop using phrase-level clear speech, with no request to repeat, on 3 of 4 trips.

Receptive language (understanding) goals

Understanding words, directions and questions. Measure with a stated task and number of steps, noting whether gestures, pictures or repetition were given.

By [date], [Name] will follow 2-step directions with familiar objects at home (e.g., “Take your plate and put it in the sink”), without gestures, in 4 of 5 opportunities over a week, as logged by family.
By [date], [Name] will point to 20 functional objects or pictures from mealtime, bath and dressing routines when named, from a choice of 4, in 90% of trials.
By [date], [Name] will show understanding of in, on, under, behind and next to by placing objects as directed, in 8 of 10 trials across 2 sessions.
By [date], [Name] will answer who, what and where questions about a short story read aloud, with picture support, for 8 of 10 questions on 3 occasions.
By [date], [Name] will follow classroom directions that include a condition (e.g., “If you have finished, keep your notebook on the table”), given one repetition, in 4 of 5 opportunities across a week, as recorded by the class teacher.
By [date], [Name] will sort pictures or objects into categories (fruits, vehicles, clothes) and give one reason for a choice, with a model for the first item, in 4 of 5 sets.
By [date], [Name] will act on time words (before, after, first, then, tomorrow) in instructions linked to their day, using a visual schedule, in 8 of 10 opportunities.
By [date], [Name] will identify the main idea of a 2–3 minute spoken passage, such as a teacher's explanation or a news clip, from a written choice of 3, in 4 of 5 passages.
By [date], [Name] will follow simple instructions given in the home language and in English (e.g., Telugu and English), with a visual cue, in 80% of opportunities in each language.
By [date], [Name] will ask for clarification (“Say again?”, “What does ___ mean?”) when an instruction is unclear, independently, in 3 of 4 opportunities set up during a session.

Expressive language (words and sentences) goals

Words and sentences used in speech, sign or writing. Measure different words or sentence forms used, the setting and the prompt level.

By [date], [Name] will use 50 different words or signs on their own initiative across home routines, as logged by family over 2 weeks.
By [date], [Name] will combine 2 words to request, comment or protest (e.g., “more rice”, “no bath”) during family mealtimes, without a model, at least 10 times a day on 3 days logged by a parent.
By [date], [Name] will use the pronouns I, you, he and she correctly in sentences while describing photographs, with 80% accuracy across 3 sessions.
By [date], [Name] will use past tense verbs to tell what they did at school or over the weekend, given one question prompt, in 8 of 10 sentences.
By [date], [Name] will name at least 5 items in each of 5 categories (e.g., vegetables at the market, things in the kitchen), independently, on 2 occasions.
By [date], [Name] will use “because”, “but” or “so” to explain a choice during group activities, with a sentence-starter card, in 4 of 5 opportunities.
By [date], [Name] will describe an object by 3 features (colour, shape, use) during a guessing game, without picture support, in 4 of 5 turns.
By [date], [Name] will ask wh-questions to get information (e.g., “Where is Papa going?”) during play or daily routines, independently, at least 5 times in a 30-minute session.
By [date], [Name] will use new subject words taught in class, such as science terms for the current chapter, correctly in spoken sentences, with a word bank, for 8 of 10 target words.
By [date], [Name] will tell a relative about a festival or outing (e.g., Pongal, Eid or a cousin's wedding) in at least 4 connected sentences, with one prompt, on 2 occasions recorded at home.

Narrative and discourse goals

Telling stories, recounting events and explaining. Measure story parts, event order and support needed, using the same retell task at baseline and review.

By [date], [Name] will retell a familiar short story with a beginning, middle and end, using 3 picture cards, in 4 of 5 retells.
By [date], [Name] will include a character, setting, problem and solution when telling a story of their own, with a story-map visual, in 3 of 4 stories.
By [date], [Name] will put 4–6 photos of a familiar routine (e.g., making tea, getting ready for school) in order and narrate each step, independently, in 4 of 5 sequences.
By [date], [Name] will recount a recent personal event so that a listener who was not there can follow it (who, where, what happened, how they felt), with up to 2 question prompts, on 3 occasions.
By [date], [Name] will explain how to do a familiar task, such as playing a game or ordering at the canteen, in at least 4 ordered steps, independently, in 2 of 3 opportunities.
By [date], [Name] will summarise a short textbook chapter in 3–5 sentences that include the main idea, with a graphic organiser, for 3 of 4 chapters.
By [date], [Name] will give a 2-minute spoken summary of a news item or TV episode that includes the main point and 2 details, with a written keyword list, in 3 of 4 trials.

Fluency and stuttering goals

Communication confidence, participation and strategies the person chooses, rather than stutter-free speech. Measure speaking in once-avoided situations and how comfortable it feels.

By [date], [Name] will list 3 speaking situations they currently avoid and choose one to practise, with therapist support, by the first review.
By [date], [Name] will use easy onset or light contact at the start of a sentence, when they choose to, while reading aloud in the clinic, in 8 of 10 sentences across 2 sessions.
By [date], [Name] will stay in a moment of stuttering without switching or skipping the word, using pausing or voluntary stuttering after a model, in 3 of 5 practice moments per session.
By [date], [Name] will order food or ask a question at a canteen, shop or restaurant, using strategies of their choice and without handing over to someone else, on 3 of 4 outings.
By [date], [Name] will tell a teacher, classmate or colleague about their stuttering and what helps (e.g., “I stutter; please wait for me to finish”), using a script they prepared, on at least 2 occasions.
By [date], [Name] will answer a question in class or during attendance, using strategies of their choice, on 4 of 5 school days, as noted in their own diary.
By [date], [Name] will rate their comfort before and after 5 speaking situations each week on a 1–5 scale designed with the therapist, and discuss the pattern at each session for 6 weeks.
By [date], [Name]'s family will use 2 agreed listening supports at home (e.g., unhurried turns at dinner, waiting without finishing words), on 4 of 5 days logged over 2 weeks.
By [date], [Name] will speak for at least 2 minutes in a work meeting or job interview role-play, using chosen strategies, and name what went well afterwards, in 2 of 3 role-plays.

AAC (augmentative and alternative communication) goals

Picture boards, speech-generating apps, signs or a mix. Measure the function, partner and cue level, and write goals for communication partners too.

By [date], [Name] will use their AAC system to request a preferred food or activity during mealtimes and play, with a 5-second pause as the only cue, in 8 of 10 opportunities.
By [date], [Name] will use AAC to comment (e.g., “uh-oh”, “look”, “funny”) during shared book reading, after partner modelling, at least 3 times per book on 3 occasions.
By [date], [Name] will move through 2 levels on their device to find a word (e.g., food, then fruit, then mango), with a point cue only, in 4 of 5 attempts.
By [date], [Name] will combine 2 or more symbols (e.g., “want go park”) to build a message, independently, at least 5 times in a 30-minute session.
By [date], [Name] will use AAC to say “stop”, “no” or “finished” to refuse or end an activity, independently, in 4 of 5 opportunities across home and school.
By [date], [Name] will answer a yes/no or choice question from a classmate using AAC, with partner wait time, in 4 of 5 opportunities.
By [date], [Name] will keep their AAC board or device within reach and take it between rooms and onto the school van, with one reminder, on 4 of 5 days.
By [date], [Name]'s parents or grandparents will model at least 2 core words (e.g., “more”, “go”, “help”) on the AAC system during daily routines, without requiring [Name] to copy, in 5 routines a day logged over 1 week.
By [date], [Name] will use a communication board or text-to-speech app to give their name, explain their communication needs and ask for help at a hospital or bank counter, in 3 of 3 role-plays.
By [date], [Name] will use AAC to greet and ask a question of a new partner, such as a relative at a family function, with help from a familiar adult only if needed, on 2 occasions.

Voice goals

Healthy, effective voice use, including for teachers and others who talk for a living. Measure with the person's own ratings and real-world use.

By [date], [Name] will tell apart their easy voice and strained voice in recordings, independently, in 8 of 10 samples.
By [date], [Name] will use resonant voice in phrases and sentences during reading tasks, with an occasional model, in 80% of sentences across 2 sessions.
By [date], [Name] will follow 3 voice-care habits agreed in therapy (e.g., sipping water through the day, a quiet period after teaching, not shouting during cricket matches) on 5 of 7 days, as logged in a voice diary for 3 weeks.
By [date], [Name] will use a non-shouting attention signal (a clap pattern, bell or raised hand) instead of a raised voice to gather the class, on 4 of 5 teaching days as self-logged.
By [date], [Name] will use relaxed breathing support while speaking for 2 minutes without reported throat discomfort, with a visual cue card, in 3 of 4 trials.
By [date], [Name] will adjust loudness to suit 3 settings (a quiet room, a classroom, the playground) when asked, independently, in 9 of 10 trials.
By [date], [Name] will keep their therapy voice through a 10-minute phone or video call at work, with a written reminder on the desk, and report no increase in throat effort on 4 of 5 calls.

Adult language and cognitive communication goals

Acquired language or cognitive-communication difficulties, for example after a stroke. Measure everyday tasks that matter, such as phone calls or returning to work.

By [date], [Name] will name 20 personally relevant items (family members, foods, places) from photographs, with a first-sound cue as needed, in 16 of 20 trials across 2 sessions.
By [date], [Name] will use a word-finding strategy (describing it, gesturing, writing the first letter) when a word will not come, independently, in 4 of 5 word-finding moments in conversation.
By [date], [Name] will follow a 3-step spoken instruction about a household task (e.g., “Switch off the fan, close the window and bring the keys”), with one repetition, in 4 of 5 trials.
By [date], [Name] will read short functional texts (SMS messages, medicine labels, bus route boards) and answer 2 questions about each, with 80% accuracy across 2 sessions.
By [date], [Name] will type a 2–3 sentence WhatsApp message to a family member using a sentence frame, which the receiver can understand without follow-up, in 3 of 4 attempts.
By [date], [Name] will use a memory book or phone calendar to keep track of appointments and medicines, with one prompt, on 5 of 7 days as checked by a family member.
By [date], [Name] will take part in a 5-minute conversation with a family member on a familiar topic, using supported conversation strategies, with both partners reporting the main message was understood on 3 of 4 occasions.
By [date], [Name] will plan a familiar errand, such as paying the electricity bill or buying medicines, aloud or in writing, including what to take and whom to ask, with a checklist, in 2 of 3 trials.
By [date], [Name] will make a short phone call to a known person to arrange a time and place, using agreed communication strategies, with the arrangement understood correctly on 3 of 4 calls.
By [date], [Name]'s main communication partner will use 3 supported conversation techniques (short sentences, written keywords, yes/no checks) during a 10-minute conversation observed in session, on 2 consecutive sessions.

Literacy and phonological awareness goals

Sound and language skills under reading and spelling, often shared with teachers. Measure accuracy on a defined word set; note script and language.

By [date], [Name] will clap or tap the syllables in 2- to 4-syllable words, independently, in 9 of 10 words.
By [date], [Name] will identify the first sound in spoken words from 3 picture choices, in 8 of 10 trials across 2 sessions.
By [date], [Name] will blend 3 spoken sounds into a word (e.g., c-a-t), with 80% accuracy across 2 sessions.
By [date], [Name] will break simple spoken words into individual sounds using counters, after one model, in 8 of 10 words.
By [date], [Name] will give a rhyming word for a given word, with a choice of 2 if needed, in 8 of 10 trials.
By [date], [Name] will match 15 letters or aksharas of the script taught at school (e.g., Devanagari or Tamil) to their sounds, with 80% accuracy on 2 occasions.
By [date], [Name] will use their taught decoding strategy to read unfamiliar words in a class reader, with a reminder card, reading 7 of 10 new words correctly.

Feeding and swallowing goals

Safe eating and drinking, written after clinical or instrumental assessment. Measure use of the agreed strategy and textures; never change textures through a goal.

By [date], [Name] will use the recommended posture, such as a chin tuck, with each sip of thin liquid during meals, with one verbal reminder per meal, on 5 of 7 days as checked by the carer.
By [date], [Name] will take small mouthfuls and swallow before the next one during a family meal of rice and dal, with a visual cue on the plate, in 80% of mouthfuls observed.
By [date], [Name] will explore 3 new foods with different textures by touching, smelling and tasting at their own pace during play-based feeding sessions, with no pressure to eat, over 6 sessions.
By [date], [Name]'s carers will prepare drinks and foods at the textures recommended by the treating team, using the written guide, for every meal observed over 1 week.
By [date], [Name] will close their lips around a spoon to clear food, with a light touch cue to the chin as needed, in 8 of 10 spoonfuls.
By [date], [Name] will chew soft solids (e.g., soft idli, banana) with side-to-side jaw and tongue movement, after a model, for 4 of 5 pieces.
By [date], [Name] will follow the agreed safe-swallowing routine (sitting upright, small sips, checking the mouth is clear) independently during home or hospital meals, on 6 of 7 days.

Writing speech therapy goals

Speech therapy goals describe one communication skill a person will show, where they will show it, with how much support and how often, by a review date. Below are 103 example SMART goals grouped by skill area, from speech sounds and language to fluency, AAC, voice, adult communication and swallowing. Adapt each one to the person's own assessment.

A good speech therapy goal names one communication skill, the situation where it is used, the support needed and how you will know it is reached. Tie it to real life, such as a child asking for more rice at dinner.

Many clients use two or three languages every day, so state the language of each target. Accept every mode the person uses, including speech, sign, gesture and AAC. US school teams call these IEP speech goals. Treat each example as a starting point.

Questions

How do I write a SMART speech therapy goal?

Name the person, one observable communication behaviour, the situation, the support level, a countable criterion and a review date. For example: “By [date], [Name] will request snacks with 2-word phrases at snack time, after a pause, in 8 of 10 opportunities.”

How many speech therapy goals should one plan have?

Three to five priority goals at a time usually work best, chosen with the person and family. More than that spreads home practice thin. Keep other targets on a list for the next review.

Why are these goals grouped by skill area and not by age?

Age-based lists suggest every child of a given age should work on the same skill. A goal should come from the person's own assessment and what matters to their family, so these examples are organised by skill area.

Can I use these as IEP speech goals in an Indian school?

Yes, as starting points. Many inclusive and special schools use individual education plans. Agree the wording, the setting and who records progress with the class teacher or special educator, and follow the school's own format.

How do I write goals for a child who speaks more than one language?

Record every language used at home and at school, then state the language of each goal. Where a target exists in more than one language, measure it in each. Families do not need to drop the home language for therapy.

What makes a speech therapy goal neurodiversity-affirming?

It targets communication the person wants, accepts every mode (speech, sign, gesture, AAC) and measures success in real interactions. It avoids eye-contact targets, scripted compliance and goals that suppress harmless stimming. Self-advocacy goals, like asking for a break, belong here.

Is there a quick way to turn one of these examples into my own goal?

Yes. healhab's free SMART goal builder walks you through the skill, situation, support, criterion and date, then lets you copy the finished goal. Start from an example here and change every part to fit the person.

Sample goals for other therapies

Write every report inside your clinic system.

Keep these as your clinic's own templates, write from reviewed session notes, publish branded PDFs, and keep families updated.

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