functional vocabulary words speech therapy

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Tips for choosing functional articulation target words for speech therapy.

functional vocabulary words speech therapy

As Speech Pathologists, we often hear, “choose functional words” for our speech therapy students - but how do we do that? Here are five tips to consider when choosing your articulation target words for your preschool and school aged students.

1) Remember that what is functional for one student may not be for another: Your list of words may vary from student to student - even if the are working on the same sound! For example, if a child lives in a farming community, farm related words is functional for them! On the other hand, if a child doesn’t live near a farm, or enjoy anything about farms, it might not be the most functional for the child!

2) Choose words that are specific to the child: Pet names, family names, where they live, shows they like, their favourite toys - any words that they use all the time!

3) During conversation or play, write down the words the child is mispronouncing: This is a great w ay to get a list of words they actually use in everyday conversation!

4) Choose a variety of word types: Choose a variety nouns, verbs, and adjectives. This will help you work the words into everyday conversations and make it easy for carryover.

As always, there is no black and white in Speech Therapy. You can choose a variety of high frequency and functional words mixed with some less common words (especially if the child is also working on vocabulary goals!).

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Resource library, how to pick vocabulary words for speech therapy.

How to Pick Vocabulary Words: What words?! Whenever I had a student who needed to work on vocabulary My mind started racing, ‘What words do I pick?’ ‘What are the right words to use? ‘. When writing a goal we need to know what we are tracking. You cannot simply write with ‘classroom vocabulary’, that ain’t gonna fly if your case brought to due process.

You must have a list of the words you are going to target and track progress.

Now, there are lots of resources out there. I have read books like Bridge to Vocabulary , Bringing Words to Life , Building Academic Vocabulary , and Teaching Vocabulary and found them so valuable. These have been wonderful resources and I highly encourage you to check them out. A common theme across them all is to make the vocabulary meaningful for the child.

Explain why these words are so important,

point them out in daily living, show their actual application! Choosing the words to target when it comes to working on vocabulary doesn’t have to be an ordeal either. One of the best and most practical places to find words is to look at their academic worksheets, read the directions, and focus on the verbs. Words like arranging, summarize, incorporate, detail, etc will pop up left and right.

These are examples of tier 2, functional vocabulary words. I do not assume that the students know these words despite having been surrounded for years. So, if you’re stumped on what words to choose, start here.

“Failure to understand instructional verbs and thus what a teacher or textbook is asking of a child has the potential of creating a rift in the child’s engagement with the learning process.” Lowman et al., 2018

Now, one of the most common questions after hearing this, ‘What verbs are the best to target then?’. So here is a list of instructional verbs, common for Kindergarten to 5th grade. Please keep in mind there are soooo many words available that our students are exposed to everyday, but if you need a jumping off point, then take a look at the list below.

I have also used these Vocabulary Kits with a lot of success too. I simply pick a word set and that is our focus for the year. The are research based so the vocabulary chosen aligns with the same academic practicality we need. This also includes scaffolded materials as well as a pretest/post-test. You can read more about this my Teaching Vocabulary in Speech Therapy post.

So when it comes to vocabulary, don’t stress. Words your kids need surround them all you have to do is to find the best fit for them.

Lowman, J., Stone, L. T., & Guo, J. (2018). Effects of interactive book reading for increasing children’s knowledge of instructional verbs. Communication Disorders Quarterly , 1-13. doi:10.1177/1525740117745639 .

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Awesome! Thank you so much for this information.

Thank you for sharing your expertise in this area. Your insights in this tiopic is very valuable and useful for SLPs like me who tries to squeeze out every precious minute out of their day for getting new ideas and ways of doing a well-used skill in fresh, new ways. The flashcards are certainly more than ready to retire, hahahahahaha!

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Functional Core Vocabulary for Everyone

by Shannon Archer

Functional Core Vocabulary

85 % of what we say consists of 200 basic words.
It is applicable across various subjects and settings.
Most of our AAC programs from low to high tech are based on a Core Vocabulary system.
While Core Vocabulary has the highest frequency words used. It is important to evaluate each individuals “core words”.
Core Vocabulary vs. Functional Core Vocabulary

While core vocabulary is based on high frequency words, these are high frequency words of typically developing individuals. Is the traditional Core Vocabulary applicable for individuals with intellectual disabilities or autism?

These are the questions that I have asked about our core language system.

Whose core?

One of the questions that I had time after time as I was working with my students, that ranged from minimal to non-verbal on the autism spectrum, was “are these core words really appropriate for them?” I saw communications screens bogged down with too many “ core words ” and not enough functional words . Many of these words did not have meaning for my students. Words like “can”, “it”, and “like” were too abstract for my clients.

So I changed the way I viewed my clients/students vocabulary. Instead of communicating from a core vocabulary perspective, I communicated from a Functional Core Vocabulary .

When I am setting up core or my students, I look at:

The level of my communicator
The age of my communicator
Their environment
Their wants and needs.

So I set up a functional core vocabulary system based on their needs. However it is important to create a system that can grow with their communication level. So we don’t throw away the structure of our core vocabulary and structure of our AAC programs, we just make it work better for our clients.

Some ideas to get started:

Start with single word buttons and navigation folders
Use a subject, verb, and object set up when applicable
Create a start page that can be built on.

See our upcoming post “ Ready…Set.. Go…Start Pages with Functional Core ” for more ideas for creating a start page using various AAC programs that is functional and made to grow with A Gift of Speech.

A Gift of Speech: Core Vocabulary, Functional Core Vocabulary, AAC, and Communication!

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30 Vocabulary Goals for Speech Therapy (Based on Research)

Need some ideas for vocabulary goals for speech therapy? If you’re feeling stuck, keep on reading! In this post, I’ll provide some suggestions you could use for writing iep goals for vocabulary and semantics. This blog post provides a list of vocabulary-based iep goals that should be modified for each individual student. They can serve as a way to get ideas flowing! Not only that, but I’ll also share some strategies for vocabulary intervention. Vocabulary skills are an important skill to work on in speech therapy!

30 vocabulary goals for speech therapy (includes an iep goal bank for school SLPs)

Goal Bank of Ideas

If you’re a school speech pathologist, then you know you’re going to have a huge pile of paperwork!

We have a lot going on, and it can be helpful to have a suggested list of vocabulary goals that you can modify in order to meet the needs of your students.

Many times, we know what we need to write a goal for, but finding the right wording can be tricky.

Needless to say, it can be very helpful to have a goal bank that can provide a starting point for ideas. *** Please note, the article linked in this paragraph is a general goal bank- keep scrolling for vocabulary-specific goals!

Please note, the goals in the goal bank are just that: ideas. We must always, of course, write goals that are individualized to our students . Which isn’t easy, and takes a lot of your SLP knowledge and expertise into account!

How to Write Measurable IEP Goals

It’s very helpful to learn the SMART framework for writing specific and measurable IEP goals . There are some CEU courses available for SLPs. This ceu course discusses writing SMARTer goals. Likewise, this course also discusses IEP goal writing.

SMART stands for:

Learn more about the SMART framework here .

Reference: Diehm, Emily. “Writing Measurable and Academically Relevant IEP Goals with 80% Accuracy over Three Consecutive Trials.” Perspectives of the ASHA Special Interest Groups , vol. 2, no. 16, 2017, pp. 34–44., https://doi.org/10.1044/persp2.sig16.34.

Reference: staff, n2y. “Tips for Writing and Understanding Smart Iep Goals: N2Y Blog.” n2y , 22 Feb. 2021, https://www.n2y.com/blog/smart-iep-goals/.

Target Vocabulary Words: Where to Start

It can be tricky to know where to begin when it comes to vocabulary intervention! However, vocabulary practice is important!

The first step for some children may be learning core vocabulary . If your student needs to work on functional communication, this is a great place to start. I like to teach core vocabulary during play or throughout a child’s school day.

Both younger children and older children, however, will greatly benefit from exposure and explicit instruction to a variety of Tier II vocabulary words.

What are Tier II vocabulary words? These are words that are used by more advanced language users, and they can be used across a variety of contexts. An example of a tier II vocabulary word is ‘observe’. Research tells us that Tier II vocabulary words are exceptionally important for reading comprehension.

Speech-language pathologists don’t need to wait until a child is older to work on Tier II vocabulary! Even preschool students can benefit from the exposure and explicit instruction during speech therapy sessions. A great activity for younger students might involve using picture books that contain tier II vocabulary words. Or, use a wordless book and the possibilities are endless!

Tier 1 vocabulary words are everyday words that your student likely has had a lot of exposure to naturally. The word ‘table’, for example, is a Tier 1 vocabulary word.

Tier III vocabulary words are domain-specific words. These could be the type of words that are taught during math or science.

References:

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction . New York, NY: The Guilford.

Boshart, Char. “Exploring Vocabulary Interventions and Activities From Preschool Through Adolescence”. . SpeechTherapyPD.com.

Vocabulary Strategies for Intervention

Need a great way to implement vocabulary instruction? How about 15 great ideas to encourage vocabulary knowledge and development? These best practices for vocabulary building skills are based on research and can be used with a preschool student, an elementary school student, or a middle school or high school student.

Your students with language disorders will no doubt benefit from vocabulary intervention. Vocabulary intervention, along with grammar and sentence structure intervention , is an important component of reading comprehension success.

Vocabulary intervention can- and should- be fun and meaningful. So don’t hesitate to read engaging books, break out a sensory bin, or play games! Check out this list of recommended board games for speech therapy .

15 Effective Vocabulary Strategies Based on Research

The following ways may be fun ways to incorporate vocabulary activities and vocabulary intervention into speech therapy sessions:

Select a small number of tier II words to focus on during your session, perhaps 3-5.
Don’t be afraid to repeat those words- repetition is important!
Keep your student actively engaged. Engaged learners will retain more information!
If reading a story aloud, stop and have active discussions. It’s okay to take lots of time to finish the story, even across consecutive sessions.
Have your student say the word aloud multiple times- this is called “phonological rehearsal”.
Have your student write out the vocabulary target word.
Have your student draw a picture to explain the definition of the target word. Keep the picture card and collect them and review them.
Make sure to explain the definition in child-friendly terms.
Have your student generate their own sentence and definition using the vocabulary word.
Act out the word’s meaning.
Don’t forget about the importance of morphological awareness and knowledge. Discuss prefixes, suffixes, and word roots.
Talk about word relationships, synonyms, antonyms, or multiple-meaning words.
Discuss similarities and differences between targeted vocabulary words.
Print out a picture of an object (to represent the target vocabulary word) and color it or paint it!
Try concept mapping .

This is a vocabulary activity for speech therapy. It can be used with elementary students.

Robust is a must | The Informed SLP. (2023). Retrieved 19 March 2023, from https://www.theinformedslp.com/review/robust-is-a-must

Vocabulary intervention: Start here | The Informed SLP. (2023). Retrieved 19 March 2023, from https://www.theinformedslp.com/review/vocabulary-intervention-start-here

Vocabulary intervention for at-risk adolescents | The Informed SLP. (2023). Retrieved 19 March 2023, from https://www.theinformedslp.com/review/vocabulary-intervention-for-at-risk-adolescents

Speech Therapy Goals for Vocabulary and Semantics

Writing goals can be a tough task, but it is so important. Well-written goals and having a structured activity or interactive activity in mind can also be helpful for data collection.

Here are some vocabulary iep goals that a speech therapist might use to generate some ideas for a short-term goal! As a reminder, these are simply ideas. Think of this as an informal iep goal bank. A speech pathologist will modify as needed for an individual student!

Also, don’t hesitate to scroll back up to read about writing measurable goals (i.e. SMART goals). You will want to add information such as the level of accuracy, what types of cues (such as visual cues, or perhaps a verbal cue), and what level of cueing (i.e. minimal cues). Don’t forget how beneficial a graphic organizer can be while working on communication skills!

Vocabulary Goal Bank of Ideas

using a total communication approach (which may include but is not limited to a communication device, communication board, signing, pictures, gestures, words, or word approximations), Student will imitate single words or simple utterances containing core vocabulary in order to…. (choose a pragmatic function: request, request assistance, describe the location or direction of objects, describe an action, etc.)
using a total communication approach, generate simple sentences containing core vocabulary in order to… (choose a pragmatic function to finish the objective, such as direct the action of others, request, describe actions, etc.)
label common objects or pictured objects (nouns)
label pictured actions (verbs)
answer basic wh questions to demonstrate comprehension of basic concepts related to…. (location, quantity, quality, time)
generate semantically and syntactically correct spoken or written sentences for targeted tier II vocabulary words
use a target tier II vocabulary word in a novel spoken or written sentence
provide synonyms for targeted vocabulary words
provide antonyms for targeted vocabulary words
provide at least two definitions for multiple-meaning vocabulary words
provide a student-friendly definition for a targeted tier II vocabulary word (i.e. “explain in his own words”)
identify unfamiliar key words during a read-aloud or structured language activities
sort objects or pictured objects into piles based on the semantic feature (i.e. category, object function)
label the category for a named object or pictured object
state the object function (i.e. what it’s used for)
describe the appearance of a given item or pictured item
provide parts or associated parts for a named object or pictured object
complete analogies related to semantic features (i.e. based on category- dog is to animal as chair is to… furniture)
identify an item when provided with the category plus 1-2 additional semantic features
explain similarities and differences between targeted items/ objects
answer spoken or written questions related to temporal semantic relationships (i.e. time)
answer spoken or written questions related to spatial semantic relationships (i.e. location)
answer spoken or written questions related to comparative semantic relationships
complete spoken or written sentences using appropriate spatial, temporal, or comparative vocabulary
segment (or divide) words into morphological units (i.e. cats= cat / s)
create new words by adding prefixes or suffixes to the base
provide a definition for a targeted affix (prefix or suffix)
sort words into piles based on targeted affix (prefix or suffix)
finish a spoken or written analogy using targeted prefixes or suffixes (i.e. Regular is to irregular as responsible is to…)
provide the part of speech for a targeted tier II vocabulary word (i.e. label it is as verb, adjective, etc.)

5 Recommended Vocabulary Activities for Speech Therapy

Need some ready-to-go vocabulary activities for those busy days? Here are some recommendations for school speech-language pathologists.

Semantic Relationships Speech Therapy Worksheets
Describing Digital Task Cards
Analogy Worksheets
Weather-Themed Morphology Activities for Speech Therapy
Prefix and Suffix Worksheets for Speech Therapy

These are prefex and suffix worksheets for speech therapy that speech therapists can use during therapy sessions.

More Speech Therapy Goal Ideas

Are you in a hurry and need this article summed up? To see the vocabulary goals, simply scroll up.

Next, make sure to try out these best-selling vocabulary resources:

Finally, don’t miss these grammar goals for speech therapy .

How To Teach SM Words in Speech Therapy: Guide and Activities

These sm words speech therapy activities are perfect for speech-language pathologists to try using in speech therapy. Young children often have difficulty producing s-blends. Many children who have difficulty with s blends are exhibiting an articulation disorder or phonological disorder. This blog post provides a definition for a phonological disorder, as well as a link…

50 Perfect (and Practical) Why Questions for Speech Therapy- Plus Activities

If you are a speech-language pathologist searching for why questions speech therapy lists and activities, check out this blog post! Many children in speech therapy address wh- questions as a way to target receptive and expressive language skills. Learning how to ask and answer WH questions is a key part of language development. Why questions…

15 Best Speech Therapy Board Games for Younger Students

Looking for a list of fun games and activities to try in speech and language therapy? In this blog post, I’m sharing my absolute favorite games that speech-language pathologists can use in speech therapy! These include board games, card games, and other hands-on activities to use across your caseload. Speech therapists know how important it…

V Words for Speech Therapy (Word Lists and Activities)

If you’re a speech-language pathologist looking for a quick list of initial and final v target words to practice during speech therapy, make sure to bookmark this post. You’ll also find some great ideas for making therapy more fun with a variety of engaging games, resources, and speech therapy activities for teaching the v sound….

Quick and Easy Semantic Relationships Speech Therapy Worksheets

These semantic relationships speech therapy worksheets make it simple to work on this skill. They are absolutely perfect for upper elementary or middle school speech therapy students who need to work on semantic relationships, and involve no prep- making them quick and easy to use during a busy day! In this blog post, I’ll share…

R Words for Speech Therapy (Lists and Activities)

Looking for R words for speech therapy? Speech-language pathologists looking for a quick list of initial r words, medial r, and final r target words to practice during speech therapy, make sure to bookmark this post. You’ll also find some great ideas for making r therapy more effective with a variety of engaging games, articulation…

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Targeted Word Lists for Speech Therapy Practice

The speech therapy word lists are perfect for anyone who needs practice with speech and language concepts . For any type of practice...

...you need words to get started .

Now I don't know about you, but when I need to think of targeted words to use...

...I suffer from spontaneous memory loss , or SML.

It's more common than you might think ;)

This page has words for anyone to practice articulation, apraxia, language, phonology, or stuttering principles . They will help children and adults be successful meeting their goals.

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Each list of articulation sounds contains words with the target sound in the beginning, middle, and end position, including blends when applicable, as well as words that...

are common and functional (words we use all day...everyday)
are mostly 1 syllable (multi-syllabic words are more difficult)
have a phonemic context that don't interfere with production of the target sound (most words)

If "R" is the problem sound using the word "Rope" makes saying the "R" sound harder because the "O" sound is considered a round vowel.

A round vowel is one where you round your lips to say it. Go ahead...try it by saying "O" as in "boat". You rounded your lips didn't you? I thought you might.

Children who have difficulty with the "R" sound tend to say the "W" sound...they say "Wabbit" instead of "Rabbit".

The "W" sound is considered a rounded sound too. Try saying the "W" sound without rounding your lips...you can't because that is how the sound is made.

So by pairing the "R" sound with the "O" sound like in the word "Rope", this makes the word extra difficult for a child who has a problem saying the "R" sound because the "O" that follows the "R" will naturally make them want to round there lips.

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Functional Words To Teach Your Toddler First

In this article we will discuss:

Functional Words are Usually Verbs

10 common functional words to teach your toddler, common goals for speech therapy.

Father teaching child early speech sounds with foundational words for speech development. Better Speech.

When your toddler is just beginning to produce words, they might show frustration when they can’t express what they want and need. That is why it is important to introduce functional words first. Teaching your toddler these essential words will give them the tools they need to communicate effectively. We will be giving you 10 common functional words you can teach your toddler and tips on how to teach them at home for better speech and language development!

Functional Words in Early Language Development

When babies start talking, they usually produce nouns first (ex. “mama”, “doggy”, etc.). The average age a baby says their first word is around 1 year old. Hearing the nouns that babies produce helps caregivers know what they are attending to and what interests them.

By 18 months old, a shift occurs and children begin to produce more verbs than nouns (“go”, “eat”, etc.).

The average age a child says their first sentence is around 2 years old. This increase in verb production indicates that children are beginning to understand that words can be used to connect nouns and actions.

Researchers found that although nouns were acquired earlier than verbs, there was a steeper decline in noun production from 2 years to 3 years for the SLI group.

In other words, nouns were acquired early on but there was a greater loss of nouns over time. Verbs, on the other hand, were produced at lower levels than nouns throughout the study but there was not as great of a decline from 2 years to 3 years. This suggests that even though nouns may be acquired earlier, they are not as stable or durable as verbs when it comes to long-term development.

If you are worried about your child’s language development, check out Children’s Language Development Milestones Chart to learn more about normal language development.

Book a free consultation to learn more about functional words.

For toddlers, it is more important to prioritize learning verbs vs. nouns because they are more likely to be understood and can get their needs met more easily. The difference between noun and verb is that verbs are also easier to understand than nouns. For example, the verb “jump” is easier to understand than the noun “elephant.” Another example is the verb “eat” is easier to understand than the noun “food.”

What is a verb?

Verbs are words that describe an action. For example, some common verbs include “run,” “jump,” and “eat.”

What is a noun?

Nouns are words that name a person, place, thing, or idea. These include words such as “dog” “ball,” and “table.”

Why is it more important for your toddler to learn verbs before nouns?

Even though nouns may be acquired earlier, they are not as stable or durable as verbs when it comes to long-term development. The difference between noun and verb is because verbs are more important for communication and serve a vital purpose in early language development. Therefore, it is more beneficial for your child to focus on learning verbs vs. nouns in early speech and language development. This will help them get their needs met more easily and decrease frustration.

For early learners, goals for speech therapy include introducing verbs vs. nouns. When your child is beginning to talk, it is more important for them to learn verbs such as “jump” and “run.” These are called functional words because they help us communicate our needs and wants. It can also be used in different contexts.

Now, teaching nouns vs. verbs is NOT that wrong. However, it limits the child to use words in more context. For example, the verb “jump” can be used when your child wants to jump on a trampoline or in the car. The verb “run” can be used when your child wants to run outside or in the park.

The Use of Verbs with Nouns

When toddlers learn the difference between noun and verb, they are one step closer to being able to put together two-word phrases. These phrases are important for communication because they allow toddlers to express more complex ideas. For example, verbs with nouns such as “ball jump” are more complex than just the word “jump.” This is because it tells us what the child wants to do with the ball.

Noun phrases are more difficult than verb phrases for children with SLI. This may be because nouns are more abstract than verbs and require children to hold two pieces of information in their mind at the same time (the noun and the modifier).

Nouns phrases such as “the big red ball” are also important for communication. However, they are not as important as verbs with nouns because they do not tell us what the child wants to do with the noun. For example, the noun phrase “the big red ball” does not tell us if the child wants to jump with the ball or throw the ball.

As parents, you may be wondering what words to teach your babies first. A good place to start is with functional words. Functional words are those that help your toddlers communicate their daily needs. These are the first words they learn as they serve an important purpose in communication such as requesting and expressing what they want without easily getting frustrated.

The following are ten functional words that are common goals for speech therapy and why they are important:

No can be hard for parents to hear. However, it is one of the most important words to teach your toddler to learn and understand the concept of boundaries. They can also express their preference such as choosing what food to eat without getting frustrated why mommy gave her a cucumber instead of milk!

More indicates a desire for more of something. It can be used to request more food, drink, or anything else that your child may want. An example of how this word can be used is when you are eating and your child needs “more” food.

This word helps toddlers understand the concept of ownership and can be used to request items that they want. It is also a useful word for communicating with others about what belongs to them without whining.

Toddlers like to be carried right? Instead of pulling your clothes to indicate the desire to go up, teaching them to say UP can be used to request . It can also be used to ask for something to be handed to them or to indicate a desire to move something else.

If toddlers want to be carried, they also want to go down, especially when at the park! DOWN indicates an immense desire to go down or to move something down.

When mommy plans to go to the grocery, your toddler might want to go and ride in the car with you! COME is important for communication because it indicates to request someone to come closer, to ask someone to come with you, or indicate a desire for something else to come closer.

READY, SET, GO! GO is important for communication can be used to give directions. It is also a very versatile word to use as a command, an exclamation, and more.

When you tickle your toddler, they may start to squirm and say “Stop!” This is a way of teaching them the concept of personal space and boundaries, as well. It is also a good way to show them that we need to respect the wishes of others.

If the desired toy is out of reach, your child may need assistance to get what they want. They might cry out of frustration or get a chair to reach for it. Yikes, that’s dangerous. That’s why it is important to teach HELP for them to request help when they need help with something when they see someone else who needs help or to ask for help in general.

Please is a magic word. It can help you get what you want from others, including your toddler. It also shows that they are polite and respectful.

These are just a few examples of functional words that are important for early language development. Many other words can be added to this list, but these ten are a good place to start. You can support the development of functional words by teaching them in context and using them frequently in everyday conversation.

Tips on How to Teach Functional Words at Home

Now that we know the common functional words you need to teach your child first and the difference between nouns and verbs in early language development, here are tips on how to apply them at home.

Sing action songs! Songs like “Wheels on the Bus” are a great way to teach your kids new verbs. Not only will they have fun singing along, but they’ll also be learning important language skills. Try incorporating some of these songs into your daily routine and watch your little ones transform into little linguists in no time!

Here are a few other action songs that are sure to get your kids moving and learning:

“The Itsy Bitsy Spider” – This classic nursery rhyme is perfect for teaching your kids about verbs like “crawl” and “climb.”

“Row, Row, Row Your Boat” – This timeless tune is perfect for teaching your kids about rowing and other water-related verbs.

Encourage your child to use verbs vs. nouns to request. For example, if they want a snack, have them use the verb “ask” or “give” instead of just reaching for it. This will help them understand how to use their words in a functional way.

Read books that contain a lot of action words. This will help your child learn new verbs and how to use it in sentences. Books such as “The Cat in the Hat” and “Green Eggs and Ham” are examples of books that can teach your kids some actions. When reading a book, it is important to act out the action songs to help your child understand and learn the new verbs faster.

Use toys that have moving parts to teach verbs. For example, you can use a toy car to teach the verb “drive” or a toy train to teach the verb “chug.”

Take your child for a walk! Not only is this great exercise, but you can also point out all the different things that you see along the way. This is a perfect opportunity to teach your child about verbs such as “walk,” “look,” and “point.”

Encourage your child to use verbs when they are playing. For example, if they are playing with a ball, encourage them to throw or catch the ball. If they are playing with blocks, encourage them to build or knock down the towers. You can also try these activities at home to improve language development at home.

As your child begins to learn verbs with nouns, it is important to continue using both in everyday conversation. By frequently using nouns and verbs, you can help your child develop their language skills and improve their communication. Use descriptive words when talking to your child. For example, instead of saying “the dog is big,” say “the dog is huge” or “the dog is enormous.” This will help your child understand the meaning of the word “huge” better.

If your child is having difficulty acquiring nouns and verbs, a speech therapist for toddlers can help. In speech therapy, we target verbs before nouns as early goals because they are functional words. Functional words are important for better communication. Eventually, a speech therapist will work on developing your child’s vocabulary and teaching them how to use nouns and verbs in sentences. They can also help develop your child’s ability to understand and use two-word phrases.

Some common goals for speech therapy include:

Increasing your child’s understanding of nouns and verbs

Teaching your child new nouns and verbs

Helping your child use nouns and verbs in sentences

Improving your child’s ability to understand two-word phrases

If you think your child would benefit from speech therapy, feel free to contact Better Speech. We would be happy to answer any questions you may have! At Better Speech, we offer online speech therapy services convenient for you and tailored to your child's individual needs. Our services are affordable and effective - get Better Speech now.

About the Author

Mikee Larrazabal

I am a Speech-Language Pathologist with 14 years of experience working with children and adults who have communication difficulties. I completed my Bachelor of Science degree in Health Science at Cebu Doctors' University and have been helping people overcome their communication challenges ever since.

I have worked with individuals of different ages, including toddlers, preschoolers, school-aged children, adults and seniors. I'm passionate about speech therapy and take great satisfaction in helping people overcome their communication challenges and improve their lives through better communication skills. In my spare time I like reading books, going hiking in nature and taking care of my dog Locas.

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I'm not an English native speaker and I wanted to improve my speech. Better Speech onboarding process is AWESOME, I met with different people before being matched with an AMAZING Therapist, Christina. My assigned therapist created a safe place for me to be vulnerable and made all the sessions fun and helpful. Thanks to her, I received great feedback from my clients.

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Fridge Functional Phrases

The idea for fridge functional phrases sparked from a need to reduce the loneliness and lack of confidence those with aphasia experience in extreme social situations. To help combat this, I created a list of functional phrases for my husband to practice when I knew he’d be in these types of situations. For instance, the holidays are a big social season. I would jot down common phrases relevant to specific holidays so Ryan would feel confident interacting with friends and family members.

Over the years, we’ve seen tremendous success with his ability to communicate and interact with those closest to him with confidence. Ryan still keeps printouts on our fridge as a reminder to practice.

When developing these practice sheets, my goal was to create something I’d be happy to see on my fridge every day. I also know the pains of running out of printer ink, so I wanted to keep them as printer-friendly as possible.

I truly hope this little practice method helps others with aphasia become more social and confident in their communication.

Anna Teal Author, Aphasia Readers

Have Ideas For A Fridge Functional Phrases Worksheet?

If you have an idea for a helpful functional phrases worksheet, please give us a shout! We love to hear from our readers. Your support only helps others in their fight for recovery to regain their speech.

Monthly Plans

Vocabulary intervention in speech therapy.

How To Improve and Take Data on Vocabulary In Speech Therapy

How many of your students have vocabulary goals for Speech Therapy? #nearlyallofthem We know our students struggle with vocabulary. We can see it in their poor reading comprehension and oral expression. Vocabulary is vitally important. But man, it’s a huge mountain to climb when faced with vocabulary as a goal. Where do we even start? Why do grade level lists vary so much? How in the world do I take data on it? Let’s look at what the research says on best practices for vocabulary intervention in Speech Therapy. We CAN improve and take data on vocabulary!

Research on Teaching Vocabulary:

“The most effective vocabulary teaching methods included both definitional and contextual information in their programs, involved the students in deeper processing, and gave the students more than one or two exposures to the to-be-learned words.” Stahl and Fairbanks (1986)

Children with LI need many exposures to achieve complete word learning, and they also require continued follow-through to maintain their vocabulary gains ( Riches et al., 2005 ; Rice et al., 1994 )

“Children in Grades 3–5, with reading fluency in the normal range but poor reading comprehension, and found that “students who were taught vocabulary outperformed… students who were exposed only to the target words in text,” even if they were exposed to the word several times. Vocabulary teaching strategies included :

determine the part of speech (e.g. noun vs. adjective)
analyze for morphological clues (e.g. “replacing un with not to figure out unclear means not clear ”)
look for context clues
and, if the above three methods were inadequate, look the word up

Their finding—that children with reading difficulties require explicit vocabulary instruction to make progress—has been supported by previous studies as well. Elleman, A.M., Steacy, L.M., Olinghouse, N.G., Compton, D.L. (2017). Examining Child and Word Characteristics in Vocabulary Learning of Struggling Readers. Scientific Studies of Reading . Advance online publication. doi:

“A systematic review examines how vocabulary instruction impacts reading comprehension. The authors looked at intervention outcomes from 36 studies of Pre-K through 12th grade children, with and without disabilities, some English language learners, and all subject to vocabulary intervention. The results guide us to:

Teach word meanings to support comprehension. Even just a little definition instruction was found to be helpful, compared to none at all.
… however, just being told the definition of a word isn’t enough . Students need to be actively engaged in thinking about the word meaning.
Studies easily find an impact on taught vocabulary . What we don’t know is if vocabulary intervention can broadly impact reading comprehension.
There also isn’t strong data to indicate that teaching a strategy (instead of specific words; e.g. using context clues) can broadly impact reading comprehension.” Wright, T.S., Cervetti, G. (2016). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly . Advance online publication. doi: 10.1002/rrq.163.

Strategies for Vocabulary Intervention in Speech Therapy:

Give a child-friendly definition. Dictionary definitions are NOT effective method for learning new word meaning. In fact, this strategy may result in students interpreting the wrong meaning . So, what does this look like in a typical speech session? As you are reading a picture book and come across new words, quickly provide a one or two word student-friendly definition. Use this for post-reading activities as well.
Increase depth of word meaning. Synonyms, Antonyms, and non-examples using the Frayer Model is an effective strategy for encouraging a deeper processing of word meaning.
Expand meaning to new contexts. Once a student-friendly definition is created, offer other examples of the use of that word. Also asking and answering additional questions related to that target word and offering additional examples and explanations are proven ways to build vocabulary depth of meaning. In speech sessions, this can be done through partner discussions or therapist-students discussions at the conversation level.
Semantic Mapping. Put the target word in a circle and brainstorm all the words related to it. Think of describing words, synonyms, or relationships to that word.
Context Clues. Find words in the story or passage that give clues to derive meaning.
Semantic Feature Analysis. Make a matrix chart with +/- and where related words are listed vertically and possible features are listed across the top.
Venn Diagrams of related concepts. Compare common characteristics of words.
Study roots and affixes.
Engage and expand the complexity of conversations. Specifically with preschoolers, this strategy is most effective! When the child speaks, recast to expose them to rare words. Expand their utterance and ask open-ended questions to encourage further conversation.

What words to select:

Select meaningful words. Don’t download random “grade level” lists. Look to the student’s curriculum for literature they are reading, math vocabulary, or other subject-related academic vocabulary.

Find high quality picture books and engage in dialogic reading (Interactive Storybook Reading). If you need example, look at the seasonal books I recommend and use in my language bookmarks . In each of those, I pull out rich vocabulary I feel is worth going deeper with as I read and during post-reading activities.

Use thematically or taxonomy-related words. Children learn words that fit into a category they already know.

Provide multiple exposures to the words. The goal is to improve the depth (how well its understood) of vocabulary knowledge not just the breath (how many words).

Finally, after you have chosen words your students need to work on, engage them in the activities mentioned above to deepen their vocabulary knowledge.

Taking Data on Vocabulary in Speech Therapy:

You can preview vocabulary words to see how well a student understands them. As I’m reading a passage or picture book to students, I will stop briefly and probe for understanding of word meaning. I make note of words they understand or not.

After your word study work, you can assess and take data on vocabulary:

their ability to use the word in a sentence
student-friendly definition

These are the strategies I use in my therapy sessions. What have you found to be successful?

Additional references: Hadley, E. B., Dickinson, D. K., Hirsch-Pasek, K., & Golinkoff, R. M. (2018). , Ruston, H. & Schwanenflugel, P. (2010). , Dickinson, D. K., Nesbitt, K. T., Collins, M. F., Hadley, E. B., Newman, K., Riveria, B. L., …Hirsh-Pasek, K. (2019).

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100+ Expressive Language Goals Speech Therapy with Free Goal Bank

Expressive language goals are an important part of speech therapy. Through expressive language goals, we help guide our students in improving their communication abilities.

These goals are designed to build the capacity to convey thoughts, feelings, and information effectively.

Our work in this area is deeply rooted in understanding the specific needs and abilities of each person, tailoring objectives that are both achievable and impactful. Careful assessment and progress tracking underpin our approach to ensure that therapy sessions contribute to meaningful development in speech and language skills.

If you are a speech-language pathologist or teacher looking to learn more about how to write speech therapy goals and for a massive list of expressive language goals, then this blog post was made just for you!

Below is a goal bank of over 100 measurable goals to address expressive language difficulties and hopefully make your work day just a little bit easier!

Enjoy!

Key Takeaways

Expressive language goals are tailored to improve communication.
Progress is monitored through careful assessment.
Strategies & resources are personalized for each individual’s needs.

Understanding Expressive Language Goals

Defining expressive language and its importance.

Expressive language is the ability to communicate thoughts, feelings, and ideas through speech, writing, or other forms of output. It’s a crucial component of day-to-day interactions and a foundational skill for academic success and social integration.

Speech therapy goals aimed at expressive language focus on enhancing the individual’s capacity to convey messages effectively. For individuals with language delays or expressive language difficulties, specific and measurable goals are essential to overcoming their challenges and improving their expressive language skills.

Role of Speech-Language Pathologists in Setting Goals

Our role in goal writing is to tailor objectives that address the unique needs of each person requiring early intervention or ongoing therapy. When setting expressive language goals, we can consider the following:

Baseline Abilities : Understanding the individual’s current expressive language skills.
Desired Outcomes : Identifying realistic targets that encourage progress yet remain attainable.
Measurement Criteria : Establishing clear markers to evaluate progress and adjust goals as needed.

We combine our expertise with evidence-based practices to formulate goals that promote meaningful improvements in expressive language.

Components of Effective Goal Setting

When we set out to create successful treatment plans in speech therapy, the goals we establish are crucial landmarks for progress. Our goals need to be well-defined, evidence-based, and tailored to the unique needs of each individual we assist.

SMART Goals Framework

The SMART Goals Framework is essential for establishing clear and achievable targets. Goals must be:

S pecific: Concrete and clear goals help us provide focused therapy.
M easurable: We need to track progress objectively.
A chievable: Goals must be realistic given the individual’s current abilities.
R elevant: We aim for goals that significantly impact the individual’s communication skills.
T ime-bound: We set time frames to keep goals within reachable deadlines.

Identifying Specific Areas of Need

To pinpoint the specific areas of need , we:

Conduct thorough assessments to understand the individual’s baseline abilities.
Listen to concerns and prioritize goals that align with the individual’s daily communication needs.

Recognizing these areas ensures our treatment plans are directly addressing necessary skills for improvement.

Creating Measurable and Functional Speech Goals

When developing comprehensive goal banks for IEPs, we ensure they are both measurable and functional, directly creating a path for visible progress and practical communication enhancement in various environments.

Sample Goals for Various Language Levels

Goal: The child will use single words to make requests in 4 out of 5 opportunities.

Intermediate:

Goal: The student will construct 4-word sentences to describe an event in 9 out of 10 trials with minimal prompts.
Goal: The client will accurately narrate a past event using appropriate tense markers in 90% of observed opportunities.

Adapting Goals to the School Setting

Functional Communication:

Goal: The child will request assistance during classroom activities using a full sentence in 4 out of 5 instances.

Integration with Academic Content:

Goal: The student will use complex sentences to summarize a reading passage in oral form with 80% accuracy across four sessions.

100+ Expressive Language Goals for Speech Therapy Goal Bank

Simply scroll to the bottom of this blog post to download a pdf of these 100+ Expressive Language Goals

Speech Therapy Goals for Expressive Language Delay

Utterance expansion, narrative development, gestures/signs, categorizations, similarities, differences, comparisons, multiple meanings, grammar structure, vocabulary definitions.

Given a writing or speaking task, STUDENT will use present progressive-tense verbs (i.g., walking, running, laughing) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use regular/irregular plural markers (i.g., apples/feet) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use article/number agreement (i.g., an apple/the boys) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use present-tense verbs (i.g., give, go, drink) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use future-tense verbs (i.g., will drive, will stop, will park) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use regular/irregular past-tense verbs (i.g., walked/ran) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use nouns to answer WHO or WHAT questions with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use verbs to tell actions with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use prepositional phrase to answer WHERE questions with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use prepositional phrase or adjective to answer HOW questions with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to call attention to an object (e.g., “this ball”, “my shoe”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 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 an object or picture, STUDENT will use 2 words to indicate recurrence of an object (e.g., “more cracker”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words that contain an adjective and a noun (e.g., “big bear”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show possession of an object (e.g., “Daddy car”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show action object (e.g., “read book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show the location of an object (e.g., “dog car”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show agent action (e.g., “dog jump”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show emotion (e.g., “baby tired”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to achieve the desired end of an object (e.g., “go home”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will say 3 to 4-word utterances (e.g., “dog sitting in car”) with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will form grammatically correct simple sentences with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement in sentences with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use all necessary propositions in sentences with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use compound sentences (i.e., and, but, or, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2-3 word utterances to describe the object or picture with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to ask a question/comment/describe, STUDENT will use 4-5 word utterances to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

Given an orally presented sentence with missing words, STUDENT will identify missing words (i.e., articles, prepositions. etc.) with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to ask a question/comment/describe, STUDENT will include all necessary words in a sentence to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use descriptive words to describe the object or picture with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use complete grammatically correct sentence to express HIS/HER want or need with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentence to tell about past events with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use 2-4 words to express HIS/HER want or need with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to comment or share information, STUDENT will use2-4 words to express HIS/HER comment or share information with 80% accuracy in 4 out of 5 opportunities.

Given a wh-question, STUDENT will use2-4 words to answer simple Wh-questions (i.e., who, what, when, where, why, how) with 80% accuracy in 4 out of 5 opportunities.

Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequence the story including problem and solution with 80% accuracy in 4 out of 5 opportunities.

Given a story or activity, STUDENT will sequence the story or activity that includes # parts with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell a story, STUDENT will use descriptive language to tell their story with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell a story from their past, STUDENT will tell their story with the appropriate number of details and in the right order with 80% accuracy in 4 out of 5 opportunities.

Given a story or activity, STUDENT will use sequence words to verbally order a story or activity (e.g., first, next, then, after, last) with 80% accuracy in 4 out of 5 opportunities.

Given a want or request, STUDENT will pair vocalizations with gestures when indicating a want or requesting an object with 80% accuracy in 4 out of 5 opportunities.

Given a want for “more”, STUDENT will use words and/or signs to ask for “more” with 80% accuracy in 4 out of 5 opportunities.

Given a task or activity, STUDENT will use words and/or signs to indicate HE/SHE is “finished” with 80% accuracy in 4 out of 5 opportunities.

Given a difficult task or activity, STUDENT will use words and/or signs to ask for “help” with 80% accuracy in 4 out of 5 opportunities.

Given a “yes” or “no” question, STUDENT will use words and/or signs to answer the question with “yes” or “no” with 80% accuracy in 4 out of 5 opportunities.

Given 10 common objects or pictures, STUDENT will verbally label the item with 80% accuracy in 4 out of 5 opportunities.

Given a common object, noun, or action, STUDENT will verbally label the item in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities.

Assessment and Progress Tracking

Data collection and utilizing iep goals.

We meticulously collect data on each interaction that pertains to our client’s IEP goals. Crafting a well-structured IEP goal bank allows us to select targets that are measurable and aligned with the client’s specific needs.

As we collect this date, we cross-reference this information with our IEP goal bank to ensure consistency and completeness in our data collection efforts.

If you’re a classroom teacher or speech pathologists in need of data tracking forms while working on your student’s goals for speech-language therapy then be sure to check out my IEP goal data tracking for progress monitoring forms .

Or if you simply want a list of data sheets to choose from then be sure to check out my list of 35 free speech therapy data sheets roundup .

Therapeutic Techniques and Activities

We understand that the efficacy of speech therapy relies heavily on targeted therapeutic techniques and activities. These strategies are meticulously designed to foster language development and improve expressive skills.

Here, we discuss two fundamental approaches: Structured Language Activities and Using Picture Scenes and Cards.

Structured Language Activities

Structured language activities are the cornerstone of our therapeutic approach. These activities provide a controlled environment where we can isolate specific linguistic skills for practice and reinforcement. For instance:

Modeling : We offer models of correct language use, which clients can recognize and reproduce.
Repetition : Clients are encouraged to practice specific words or sentence structures repeatedly to build proficiency.

Here are some of our favorite structured language activities to help accomplish speech therapy goals!

Nobody Hugs A Cactus Structured Narrative Retell by BJT the SLP at Communication Reigns is a short story with specific objectives to build school aged language skills! Short stories play a crucial role in answering verbal prompts to build comprehension. This bundle offer WH Questions and types for fading cues so that all students have their necessary support.
Speech Therapy: FREE Expressive Language Program by Speech Chick Alissa Halloway is a great way to use visual prompts and verbal prompts in a structured activity. This freebie is highly rated!
Weekly Agenda / Learning Targets / Student Reflection by Expressive ELA Education is a great resource to add to your treatment plan! Students practice conversational skills and social skills as they are prompted through the plan for the week.

Using Picture Scenes and Cards

Picture scenes and cards elevate the engagement and contextuality of our therapy sessions. These tools help clients visualize and conceptualize language in relatable scenarios.

Picture Scenes : We use detailed scenes to encourage clients to describe activities, tell stories, and develop narrative skills. Picture Cards : These are used for more focused work on specific vocabulary, categorization, and articulation tasks.

Here are some great picture scenes and picture card resources for you!

FREEBIE! Describing with your Senses Vocabulary/Word Finding Game BOOM CARDS by SLP Style is an engaging picture scene that prompts students to use social language and talk through their senses
Expressive Language – What do you see at the beach? By Listen Speak Learn offers picture cues to talk about what is seen at the beach.
Body Parts – Expressive and Receptive Identification by Our Impact is a great way to practice expressive language goals as students practice labeling body parts.

Blog Post Resources

Here are all my Speech Therapy Store blog posts for working on expressive language skills that you might also find helpful!

33 Most Common Irregular Plurals Flashcards – Download this first post of free irregular plurals with their real-life photos.
253+ Yes or No Questions for Speech Therapy – Here is a massive resource working on answering yes or no questions.
179+ Wh Questions Free Printable – Grab this freebie to work on answering wh-questions.
197+ Best Wh Questions Speech Therapy Activities – If you have a child or student working on wh-question you’ll also want to check out this list of helpful free resources.
31+ What Questions for Speech Therapy – Have your child or student watch these wordless videos and then answer the “what” question using the interactive quiz with instant feedback.
31 Best Wordless Videos to Work on Answering Questions – Have your student watch these fun animated wordless videos and then answer the included wh-questions.
Nature Themed Bundle – This bundle includes yes/no questions, wh-questions, pronouns, regular past tense verbs, and irregular past tense verbs.
Technology Themed Bundle – This bundle also includes yes/no questions, wh-questions, pronouns, regular past tense verbs, and irregular past tense verbs.

Need Other IEP Goals?

Are you a speech language pathologist looking for other effective iep goals for speech? If so, be sure to check out my master list of IEP goals here .

This list of goal writing ideas also includes the following speech pathology goals:

Figurative Language
Final Consonants
Prepositional Phrase
Context Clues
Articulation Goals (Single Word Level, Phrase Level, Sentence Level, and Conversation)
Communication Device – Nonverbal Communication

These are just a few of the possible goal combinations listed on this master list of over 432 IEP goals made for a speech therapist.

expressive-language-goals-speech-therapy

<< Fill out the Form to grab your free 100+ Expressive Language Goals PDF >>

Grab your expressive language iep goal bank, frequently asked questions :, expressive language goals for speech therapy.

In this section, we provide a thorough overview of common inquiries surrounding expressive language goals in speech therapy, particularly as they relate to children and early intervention programs.

What objectives are typically included in expressive language goals for speech therapy?

We often target the enhancement of vocabulary, the correct use of grammar, the ability to construct sentences, and the skill of relaying information or needs. Increasing the variety and complexity of spoken language is also a primary objective.

How can one formulate effective long-term goals for expressive language development in speech therapy?

We focus on creating goals that are achievable and measurable, tailored to the child’s current abilities and potential for growth. Goals are plotted out over a period, with milestones that align with the child’s developmental stage.

Can you provide examples of expressive language goals for early intervention programs?

Certainly. We set goals like expanding the child’s vocabulary, encouraging the use of two to three-word phrases, and improving the clarity of speech. Another example is prompting the child to initiate communication.

What strategies are used to establish expressive communication goals in therapy?

We use a detailed assessment of a child’s current language abilities to establish baselines, then leverage those findings to set individualized goals. Strategies may include play-based learning or structured activities.

How do therapists measure progress towards expressive language goals in speech therapy?

Progress is measured through consistent tracking of therapy sessions, using tools such as language samples, direct observation, and standardized tests. We look for signs of improvement in the child’s ability to express themselves.

What are some common goals set for 3-year-olds to enhance expressive language skills?

For 3-year-olds, we often set goals aimed at increasing sentence length, improving story-telling skills, and fostering the use of pronouns and prepositions, reflecting typical language development milestones for this age group.

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Vocabulary Activities, Goals, and EBP
If you need vocabulary activities, strategies, and ideas for speech therapy, you've come to the right place! Check out my: Vocabulary Worksheets for Speech Therapy (100 vocabulary words! Print-and-go, one-sheet, no-prep vocabulary worksheets that use REAL pictures, available in digital format as well for teletherapy/virtual therapy); Upper Level Vocabulary Worksheets (100 academically ...
Core Vocabulary Approach to Speech Therapy
A study done by Fallon (2001) found that core words made up to 89% of a preschooler's vocabulary. These words are most commonly "pronouns, verbs, prepositions, and demonstratives". These core words come from studies that compared the most frequently used words in conversation (Banajee et al., 2009, Beukelman et al., 1984).
PDF First Words: At the Park Practicing Functional Language in Daily Routines
Pediatric Speech-Language Pathology -1- First Words: At the Park . Practicing Functional Language . in Daily Routines . What is functional language? Functional language is vocabulary that people use in daily activities. Throughout everyday situations, you can use new words and talk about what these words mean to help expand your child's ...
Core Vocabulary Speech Therapy: Get Started Guide for SLPs
The definition of core vocabulary. Core vocabulary basically means "the most frequently used words in conversation". These are words like "more", "go", "stop", "turn", "on", "off", "that" and "want", to name just a few. Core vocabulary includes adjectives, prepositions, verbs, and pronouns. Core vocabulary ...
Tips for choosing Functional Articulation Target words for Speech Therapy
Here are five tips to consider when choosing your articulation target words for your preschool and school aged students. 1) Remember that what is functional for one student may not be for another: Your list of words may vary from student to student - even if the are working on the same sound! For example, if a child lives in a farming community ...
How to Pick Vocabulary Words for Speech Therapy
One of the best and most practical places to find words is to look at their academic worksheets, read the directions, and focus on the verbs. Words like arranging, summarize, incorporate, detail, etc will pop up left and right. These are examples of tier 2, functional vocabulary words. I do not assume that the students know these words despite ...
Core Words
Core words comprise 75 - 80% of the words in our day-to-day speech. Core words are useful in a variety of situations. They aren't just nouns; they can be adjectives, verbs, prepositions… words that are high frequency, easy to combined into sentences and they can be used all the time across lots of different routines and settings. Click here ...
Functional Core Vocabulary for Everyone
Core Vocabulary is a small set of words that have high frequency use across languages and contexts. 85 % of what we say consists of 200 basic words. It is applicable across various subjects and settings. Most of our AAC programs from low to high tech are based on a Core Vocabulary system. While Core Vocabulary has the highest frequency words used.
30 Vocabulary Goals for Speech Therapy (Based on Research)
Have your student draw a picture to explain the definition of the target word. Keep the picture card and collect them and review them. Make sure to explain the definition in child-friendly terms. Have your student generate their own sentence and definition using the vocabulary word. Act out the word's meaning.
Functional Communication: Goals and Speech Therapy Ideas
Functional communication refers to the most basic of communication skills. This type of communication gets one's basic wants and needs known, such as "I want that", "I am hurt", or "I need to use the bathroom".
17 Best Vocabulary Goals for Speech Therapy + Activities
Picture Books. Using picture books can be a fun way to discuss vocabulary words with younger students as you discuss the pictures in the book together. Interactive Vocab Book: Mother's Day Freebie by Jenna Rayburn Kirk - This interactive book uses velcro words so students can match the words to the correct page.
AAC Language Lab
100 High Frequency Word List. Unity 28 Smart Charts - 100. Unity 36 Smart Charts - 100. Unity 45 Smart Charts - 100. Unity 60 Smart Charts - 100. LAMP WFL VI Smart Charts - 100. LAMP Words for Life 84 Smart Charts - 100. Unity 84 Smart Charts - 100. WordPower 42 Basic Smart Charts - 100.
PDF Functional Vocabulary for Adolescents and Adults #1
3100 4th Avenue East Moline, IL 61244-9700. 800-776-4332. or clients. Any other reproduction or distribution of the pages in this book is prohibited, including copying the entire book to use as another primary source or "master" copy. FAX: 800-577-4555. E-mail: [email protected] Web: linguisystems.com.
65 Speech Therapy Word Lists for Speech Therapy Practice
Targeted Word Lists for Speech Therapy Practice. The speech therapy word lists are perfect for anyone who needs practice with speech and language concepts. For any type of practice.....you need words to get started. Now I don't know about you, but when I need to think of targeted words to use.....I suffer from spontaneous memory loss, or SML.
Functional Words For Your Toddler
In speech therapy, we target verbs before nouns as early goals because they are functional words. Functional words are important for better communication. Eventually, a speech therapist will work on developing your child's vocabulary and teaching them how to use nouns and verbs in sentences.
PDF First Words: At Meal Times Practicing Functional Language in Daily Routines
Pediatric Speech-Language Pathology -1- First Words: At Meal Times . Practicing Functional Language . in Daily Routines . What is functional language? Functional language is vocabulary that people use in daily activities. Throughout everyday situations, you can use new words and talk about what these words mean to help expand your child's ...
Functional Phrases Practice Sheets
Download. Download. If you have an idea for a helpful functional phrases worksheet, please give us a shout! We love to hear from our readers. Your support only helps others in their fight for recovery to regain their speech. Contact us to send us your thoughts, and we'll do our best to create a worksheet for you! Easy peasy!
Vocabulary Intervention in Speech Therapy
Studies easily find an impact on taught vocabulary. What we don't know is if vocabulary intervention can broadly impact reading comprehension. There also isn't strong data to indicate that teaching a strategy (instead of specific words; e.g. using context clues) can broadly impact reading comprehension.". Wright, T.S., Cervetti, G. (2016).
Functional Vocabulary Speech Therapy Teaching Resources
Apraxia Cards for Speech Therapy: Articulation cards for CV, VC, CVC, CVCV, and CVCVC words. These cards are great for children who have Childhood Apraxia of Speech or severe articulation delays. The decks were designed for working on functional vocabulary that contains early developing phonemes.
Teach Your Baby to Communicate with Functional Words
While it's important to learn descriptive words like "big" and "small," functional words are often the first ones children use to communicate their basic desires. Think words and phrases such as "I want that," or "hurt," or "snack.". Functional words can include the names of family members, places your child enjoys going ...
Results for functional vocabulary flash cards
15 Pages of 2x3 Functional Vocabulary Flash Cards for Speech Therapy Activities. Created by. Speechables. Included in this download is 15 pages of 2x3 slides of functional vocabularyThis can be used to play a variety of games during a speech therapy section. These flash cards can be printed and laminated for longevityThe download will be a ...
100+ Expressive Language Goals Speech Therapy with Free Goal Bank
Expressive language is the ability to communicate thoughts, feelings, and ideas through speech, writing, or other forms of output. It's a crucial component of day-to-day interactions and a foundational skill for academic success and social integration. Speech therapy goals aimed at expressive language focus on enhancing the individual's ...