The most useful goal begins with a real communication need: joining a group, telling a caregiver what happened, refusing an unwanted activity, understanding a story, or using AAC with family and classmates. For a multilingual learner with complex needs, the plan must also account for language history, communication modes, partners, motor and sensory access, and opportunities to practice. [1, 2, 3]
Start with a communication profile, not a template
Document the person’s current skills and supports across the languages and settings relevant to them. Ask the learner and family what they want to communicate, with whom, and where. Gather observations, language samples, and partner reports; collaborate with an interpreter when needed. Note whether a skill has been taught and is accessible in each language before calling it a deficit. ASHA recommends choosing intervention languages with the individual and family and supporting heritage languages for AAC users. [1, 2, 3]
For school IEPs, connect goals to the present level of academic achievement and functional performance and describe how progress will be measured. In clinics, the same discipline—baseline, meaningful target, context, supports, and outcome—helps make treatment and progress review clear. Requirements and wording may differ by setting and payer. [4]
A practical goal structure
By [review date], given [communication access, partner support, and context], [learner] will [observable communication act] using [appropriate language(s) and mode(s)] in [number or proportion of relevant opportunities] across [sessions or settings], as measured by [data source].
Write the language and mode deliberately. “Using speech, sign, gesture, or AAC” can protect access when all are valid for the purpose. For a target specific to Spanish grammar, name Spanish and score that form within Spanish; do not treat a Spanish-influenced English pattern or a dialect feature as a disorder. If the skill is targeted in more than one language, document performance by language and context so growth is interpretable. [1, 2, 3]
Five checks before using a goal
- Meaning: Does it improve participation or communication that the person and partners value?
- Access: Can the learner perceive the task, use their communication system, and get enough time and partner support?
- Language: Are the languages, dialects, and contexts appropriate for the skill being measured?
- Measurement: Is the response observable, with a baseline, defined opportunity, support level, and review period?
- Generalization: Will progress be sampled beyond one worksheet or therapy room when that matters?
ASHA describes educational and functional goals as measurable and linked to identified needs; its AAC guidance centers communication effectiveness and participation across environments. [3, 4]
Example: from a vague target to a usable one
Vague: “Will improve communication with 80% accuracy.”
More useful: “By [date], during a familiar group or home routine and with the learner’s AAC system available, [name] will initiate a comment or question about the shared activity in a language and mode available to them in at least three opportunities per routine across three observed routines, with no more than one partner model, as recorded by the SLP and a familiar communication partner.”
This is an example, not a goal to copy unchanged. The criterion and supports should follow the learner’s baseline, access needs, and priorities. A response may be a spoken word, sign, gesture, or AAC selection if each communicates the intended message. [3, 4]
Pair a goal with materials and real contexts
A story card can support narrative organization, but progress should also be checked in actual storytelling with a peer or caregiver. A visual scene can elicit requests, comments, and explanations; a bilingual AAC display can support participation in home and school routines. Match materials to the communication function and language demands, and change the materials when the learner’s interests or settings change. [1, 3]
Use the companion SLP Goal Bank to browse editable examples by area. Each includes a measurement idea and possible materials. The clinician must adapt the wording, baseline, criteria, and language plan before using it in an IEP or treatment plan.
References and further reading
1. American Speech-Language-Hearing Association (ASHA). (n.d.). Multilingual service delivery in audiology and speech-language pathology. Practice Portal.
2. ASHA. (n.d.). Cultural responsiveness. Practice Portal.
3. ASHA. (n.d.). Augmentative and alternative communication (AAC). Practice Portal.
4. ASHA. (n.d.). Documentation in schools. Practice Portal.