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Speech-Language Pathology IEP Goals: A Complete Guide and Goal Bank

Introduction

Effective communication is the cornerstone of a student's education and overall development. For some students facing unique communication challenges, Speech-Language Pathologists (SLPs) play a crucial role in paving the way toward proficient communication. Individualized Education Program (IEP ) goals in Speech-Language Pathology serve as powerful tools, uniquely tailored to address each student's specific communication needs. These goals guide educators, therapists, and parents toward a shared destination: empowering students to communicate confidently, express themselves authentically, and navigate both academic and social environments.

In this comprehensive guide we:

• Provide practical insights into crafting meaningful objectives
• Offer a goal bank with real-world examples
• Emphasize collaborative efforts needed to support students on their communication journeys

Understanding Speech-Language Pathology IEP Goals

The term "IEP goals" carries profound significance. An IEP, or Individualized Education Plan, is a personalized blueprint designed to ensure that every student, regardless of their unique challenges, receives an education tailored to their needs. At its heart, IEP goals are the compass guiding this journey, directing educators and specialists toward specific objectives that will help students flourish academically and socially.

Defining IEP Goals: Personalized Pathways to Success

IEP goals are precise, measurable objectives that chart a student's progress in various domains of education. They are not one-size-fits-all; instead, they are meticulously tailored to address the individual strengths and challenges of each student. These goals encompass a wide spectrum of skills, ranging from academic achievements to specialized areas such as Speech-Language Pathology (SLP).

The Role of Speech-Language Pathology (SLP)

Speech-Language Pathology (SLP) offers support for students facing communication difficulties. SLP professionals, known as Speech-Language Pathologists, possess the expertise to diagnose and treat a wide range of speech and language disorders, articulation difficulties, fluency disorders, voice disorders, and more. Their role extends beyond merely helping students articulate words clearly; it encompasses fostering effective communication in all its forms.

The Significance of IEP Goals in Speech-Language Pathology

Within the context of SLP services, IEP goals serve as the foundation upon which Speech-Language Pathologists build their intervention plans. Whether addressing articulation issues, language delays, or social communication challenges, SLPs rely on IEP goals to ensure that their strategies align with the specific needs of each student.

In the sections that follow, we will delve deeper into the art of crafting meaningful and impactful IEP goals in Speech-Language Pathology. We'll explore the intricacies of goal setting, share practical insights into aligning goals with students' unique communication profiles, and provide real-world examples that showcase the transformative power of well-crafted IEP goals.

Certainly! Here's an expanded Section 2 for your blog post on Speech-Language Pathology (SLP) IEP Goals:

The IEP Process: From Referral to Evaluation:

The journey of crafting and implementing Speech-Language Pathology (SLP) IEP goals is intricately woven into the larger landscape of the Individualized Education Program (IEP) process. Understanding this process, step by step, is essential to appreciate the vital role SLPs play in ensuring students' communication needs are met comprehensively.

The IEP Process Unveiled

The IEP process is a structured approach designed to identify, evaluate, and support students with diverse needs. It encompasses several key stages, each playing a pivotal role in shaping the educational experience of the student.

1.Referral: The process begins with a referral, where a student's unique needs are brought to the attention of educators and specialists. This stage is often initiated by teachers, parents, or other professionals who observe challenges in a student's communication skills.

SLP's Role : Speech-Language Pathologists may be among the first to identify communication difficulties and initiate the referral process. Their expertise in assessing speech and language disorders equips them to identify students who would benefit from SLP services.

2. Evaluation : Following the referral, a comprehensive evaluation is conducted to assess the student's strengths and challenges. This assessment involves a multidisciplinary team , which may include the SLP, working together to gather data, conduct tests, and analyze the student's communication abilities.

SLP's Role : In the evaluation stage, SLPs play a crucial role in assessing the student's speech and language skills. They contribute valuable insights into the nature and extent of communication difficulties, helping to inform the development of IEP goals tailored to the student's needs.

3. Eligibility Determination : Based on the evaluation results, the IEP team determines whether the student is eligible for specialized services. If eligibility is established, the team proceeds to create the student's individualized education plan, which includes SLP-related goals.

SLP's Role : SLPs provide critical input during the eligibility determination process, drawing on their expertise to advocate for students who require speech and language support. Their insights guide the team in making informed decisions about the student's eligibility.

4. Goal Setting : With eligibility confirmed, the IEP team, including the SLP, collaborates to set specific, measurable, and achievable goals for the student. These goals are at the heart of the IEP and serve as the foundation for intervention strategies.

SLP's Role : Speech-Language Pathologists take a lead role in crafting communication-related goals that address the student's individual needs. These goals are designed to enhance the student's speech production, language comprehension, or social communication skills.

5. IEP Implementation : Once the IEP is developed, it is put into action. SLPs work closely with the student, educators, and other professionals to implement the strategies and interventions outlined in the plan.

SLP's Role : SLPs are instrumental in delivering specialized services as outlined in the IEP. They employ evidence-based techniques and interventions to support the student in achieving their communication goals.

6. Progress Monitoring : Regular progress monitoring is essential to ensure that the student is making meaningful strides toward their goals. Adjustments to the IEP may be made based on the student's progress and evolving needs.

SLP's Role : Speech-Language Pathologists play a central role in tracking the student's communication progress. They use assessment data and ongoing observations to gauge the effectiveness of interventions, adapting strategies as necessary.

7. Collaboration: Throughout the IEP process, collaboration is key. This extends not only to the professionals involved but also to parents and caregivers who play a vital role in supporting the student's journey.

SLP's Role : SLPs foster collaboration by engaging with parents and other professionals to ensure a holistic approach to communication support. They provide insights, guidance, and resources to empower families in helping their child succeed.

Crafting Effective SLP IEP Goals

In Speech-Language Pathology (SLP), the path to effective communication starts with clear, purposeful goals. These goals act as guides for educators, specialists, and students, leading them toward proficient communication. To do this effectively, create SMART SLP IEP goals—ones that are Specific, Measurable, Achievable, Relevant, and Time-bound.

1. Specific : Tailored to the student's unique needs.

2. Measurable : Trackable for progress.

3. Achievable : Realistic and attainable.

4. Relevant: Address specific communication challenges.

5. Time-bound : Set clear deadlines.

Common SLP IEP Goal Areas

Speech-Language Pathologists (SLPs) play a pivotal role in helping students overcome a wide array of communication challenges. To appreciate the breadth of their expertise, let's explore some of the common domains in which SLPs work their magic:

1. Articulation and Phonology

  - Goal : Improve the clarity of speech sounds.

  - Example : The student will correctly produce the /s/ and /z/ sounds in words and sentences with 80% accuracy in three consecutive therapy sessions.

2. Expressive Language

  - Goal : Enhance the ability to express thoughts and ideas.

  - Example : The student will use complete sentences to describe a picture or event, incorporating appropriate vocabulary and grammar.

3. Receptive Language

  - Goal : Strengthen comprehension skills.

  - Example : The student will follow two-step directions in the classroom environment, demonstrating understanding by completing tasks accurately.

4. Fluency (Stuttering)

  - Goal: Improve speech fluency and reduce stuttering behaviors.

  - Example: The student will employ smooth, uninterrupted speech patterns during oral presentations, with the ability to self-monitor and implement fluency techniques.

  - Goal : Enhance vocal quality and resonance.

  - Example: The student will use appropriate pitch and volume levels during conversational exchanges, maintaining vocal health and clarity.

6. Social Communication and Pragmatics

  - Goal : Develop effective social interaction skills.

  - Example : The student will engage in reciprocal conversations with peers, demonstrating turn-taking, active listening, and appropriate body language.

These are just a few of the areas where SLPs make a profound impact. Each goal is carefully tailored to the unique needs of the student, ensuring that interventions address specific challenges while promoting confidence and proficiency in communication.

In the next sections, we'll delve deeper into these domains, providing further insights and practical examples to illuminate the path toward achieving these goals.

IEP Goal Bank for Speech-Language Pathology

Articulation and phonology.

Preschool (Ages 3-5):

• The student will correctly produce the /k/ and /g/ sounds in initial and final word positions with 90% accuracy in spontaneous speech, as measured by audio recording and analysis.
• The student will reduce tongue thrust patterns, achieving 80% accuracy in structured speech tasks, as measured by audio recording and analysis.

Elementary (Ages 6-8):

• The student will use age-appropriate speech sounds when describing pictures, achieving 100% intelligibility among peers, as measured by peer evaluations.
• The student will maintain appropriate oral posture for speech production, reducing jaw tension and strain, as measured by an SLP's visual observation.

Middle School (Ages 9-12):

• The student will generalize correct /s/ and /z/ sounds from structured activities to conversational speech, as measured by audio recording and analysis.
• The student will improve the production of blends (e.g., "bl," "fl," "sn") in words and sentences, achieving 80% accuracy in structured speech tasks, as measured by audio recording and analysis.

Expressive Language

• The student will use basic vocabulary to express needs and preferences in sentences with 4-5 words, as measured by language samples.
• The student will increase the use of action verbs in spoken sentences and describe sequential events, demonstrating a 100-word vocabulary, as measured by language samples.
• The student will construct complex sentences with conjunctions (e.g., "although," "while") in written assignments, achieving 85% accuracy.
• The student will expand vocabulary by using synonyms, antonyms, and figurative language appropriately in oral and written language, as measured by vocabulary assessments.
• The student will improve narrative skills by generating original stories with a clear beginning, middle, and end, incorporating descriptive details, achieving 90% accuracy, as measured by narrative assessments.
• The student will use persuasive language and argumentative strategies in written essays, demonstrating effective communication of ideas, as measured by written compositions.

Receptive Language

• The student will follow one-step and two-step directions related to daily routines, such as "pick up the crayons and put them in the box," with 85% accuracy, as measured by teacher observations.
• The student will identify objects, actions, and spatial concepts in pictures and respond to "wh" questions (e.g., "Where is the cat?") with 80% accuracy, as measured by language samples.
• The student will listen to short stories and answer complex comprehension questions, including inferential questions, with 90% accuracy, as measured by reading comprehension assessments.
• The student will demonstrate improved auditory memory by recalling and summarizing spoken information, including main ideas and details, as measured by recall exercises.
• The student will use effective listening strategies, such as paraphrasing and asking clarifying questions, during classroom discussions and lectures, as measured by teacher feedback.
• The student will identify figurative language elements (e.g., similes, metaphors, idioms) in written texts and explain their meanings, achieving 85% accuracy, as measured by reading comprehension assessments.

Fluency (Stuttering)

• The student will reduce instances of stuttering by using easy onsets and light contacts during speech, achieving 95% fluency in structured speaking tasks, as measured by audio recording and analysis.
• The student will increase self-awareness of stuttering behaviors and use self-correction strategies, as measured by self-monitoring logs.
• The student will participate in classroom activities that involve speaking in front of peers, demonstrating improved fluency and control, as measured by teacher observations.
• The student will confidently engage in peer conversations, including open discussions and debates, demonstrating consistent fluency, as measured by peer evaluations and recorded conversations.
• The student will use appropriate pitch and resonance in speech, achieving a balanced vocal tone, as measured by audio recording and analysis.
• The student will employ vocal techniques to convey emotions and intentions effectively in spoken language, as measured by audience understanding and feedback.
• The student will improve vocal hygiene practices, reducing vocal strain and hoarseness, as measured by an SLP's visual observation and self-reporting.

Social Communication and Pragmatics:

• The student will initiate and maintain conversations with peers, incorporating turn-taking and active listening skills, as measured by peer evaluations and recorded conversations.
• The student will use polite language and request clarification appropriately during social interactions, demonstrating effective communication, as measured by teacher observations.
• The student will interpret non-verbal cues, such as body language and facial expressions, to understand social contexts and adjust behavior accordingly, as measured by comprehension of non-verbal cues in social interactions.
• The student will engage in cooperative group activities, demonstrating the ability to negotiate, compromise, and resolve conflicts with peers, as measured by teacher observations.
• The student will engage in role-play scenarios to practice problem-solving and conflict resolution in social situations, as measured by performance in role-play exercises.
• The student will use appropriate communication strategies in academic settings, such as seeking clarification from teachers and participating in classroom discussions, as measured by teacher feedback.

In the world of Speech-Language Pathology (SLP), the importance of setting clear and purposeful goals cannot be overstated. These goals act as guiding lights, directing educators, specialists, and students toward the destination of proficient and effective communication. Crafting Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) SLP IEP goals is a transformative step, promoting personalized growth.

Effective communication profoundly influences students' academic and social success. As advocates for students' speech and language needs, we encourage you to champion well-crafted IEP goals. By doing so, we empower students to navigate their educational journey confidently, armed with the indispensable ability to communicate effectively. Together, let's ensure every student's voice is not only heard but celebrated in their journey of growth and achievement.

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Home » Blog » General » Incorporating the Main Idea into IEP Goals: Practical Tips and Examples

Incorporating the Main Idea into IEP Goals: Practical Tips and Examples

As a Speech Language Pathologist and Social Emotional Learning expert, I understand the importance of incorporating the main idea into Individualized Education Program (IEP) goals. The main idea is a crucial skill that not only supports academic success but also enhances social and emotional development. In this blog post, I will provide practical tips and examples to help you effectively incorporate the main idea into IEP goals.

Understanding the Main Idea

Before we dive into the practical tips, let’s first establish a clear understanding of what the main idea is and why it is significant. The main idea refers to the central message or theme of a text, conversation, or situation. It encapsulates the most important information or concept that the speaker or writer wants to convey.

When it comes to social emotional learning (SEL), the main idea plays a crucial role in developing skills such as comprehension, critical thinking, empathy, and self-awareness. By identifying and understanding the main idea, students can make connections, draw conclusions, and effectively navigate social situations.

Now that we understand the significance of the main idea, let’s explore the benefits of incorporating it into IEP goals.

Benefits of Incorporating the Main Idea into IEP Goals

1. Enhances Reading Comprehension: By explicitly targeting the main idea in IEP goals, students can improve their ability to comprehend written texts. Understanding the main idea helps students filter out irrelevant information and focus on the key concepts.

2. Develops Critical Thinking Skills: Analyzing and identifying the main idea requires critical thinking skills. By incorporating the main idea into IEP goals, students can enhance their ability to analyze, evaluate, and synthesize information.

3. Supports Social and Emotional Development: The main idea often conveys emotions, perspectives, and social situations. By incorporating the main idea into SEL-focused IEP goals, students can develop empathy, self-awareness, and social skills.

Practical Tips for Incorporating the Main Idea into IEP Goals

Now that we understand the importance and benefits of incorporating the main idea into IEP goals, let’s explore some practical tips to help you effectively implement this strategy:

1. Conducting a thorough assessment of the student’s strengths and needs

Before setting IEP goals, it is crucial to conduct a comprehensive assessment of the student’s strengths and needs. This assessment should include evaluating the student’s ability to identify and understand the main idea in different contexts.

2. Identifying the main idea in different contexts

The main idea can be found in various contexts, including reading passages, conversations, and social situations. It is important to provide opportunities for the student to practice identifying the main idea in different contexts to generalize this skill.

3. Aligning the main idea with specific SEL skills and objectives

When incorporating the main idea into IEP goals, it is essential to align it with specific SEL skills and objectives. For example, if the main idea relates to empathy, the goal can focus on connecting the main idea to personal experiences and emotions.

4. Collaborating with the student, parents, and other professionals

Setting meaningful IEP goals requires collaboration between the student, parents, and other professionals involved in the student’s education. By involving all stakeholders, you can ensure that the goals are relevant, achievable, and tailored to the student’s individual needs.

5. Breaking down the main idea into smaller, achievable objectives

The main idea can be a complex concept, especially for students with learning differences. To make it more manageable, break down the main idea into smaller, achievable objectives. This allows the student to make incremental progress towards the ultimate goal.

6. Monitoring progress and adjusting goals as needed

Regularly monitor the student’s progress towards the main idea-related goals and adjust them as needed. Keep track of the student’s achievements and challenges, and make necessary modifications to ensure continued growth and success.

Examples of IEP Goals Incorporating the Main Idea

Let’s explore some examples of IEP goals that incorporate the main idea:

Goal 1: Improve comprehension of main ideas in written texts

• Objective: Identify the main idea in a given paragraph with 80% accuracy
• Objective: Summarize the main idea of a short story in writing

Goal 2: Enhance understanding of main ideas in conversations

• Objective: Identify the main idea in a group discussion with 90% accuracy
• Objective: Respond appropriately to questions about the main idea in a conversation

Goal 3: Apply the main idea to social emotional learning

• Objective: Connect the main idea of a story to personal experiences and emotions
• Objective: Use the main idea to analyze and discuss social situations

Incorporating the main idea into IEP goals is a powerful strategy that supports academic, social, and emotional development. By explicitly targeting the main idea, students can enhance their comprehension, critical thinking, and SEL skills. I encourage individuals in the discovery stage to explore further resources and strategies to effectively incorporate the main idea into their practice. If you have any questions or feedback, please feel free to reach out. Start your EverydaySpeech Free trial today to access a wide range of resources and support for incorporating the main idea into IEP goals.

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Understanding and Implementing Effective Speech and Language Therapy Goals: A Comprehensive Guide for Educators and Clinicians

Speech and Language Therapy Goals Guide with Examples

Introduction: Bridging Gaps with Targeted Goals

Speech and language therapy represents a vital intervention for individuals facing communication challenges. This guide delves into the intricacies of setting and achieving effective speech therapy goals, particularly for those with autism and expressive language difficulties. We begin with a case study: Emily, a 7-year-old girl diagnosed with autism spectrum disorder (ASD), who embarked on a journey of transformative speech therapy.

Speech and Language Therapy Goals: Foundations and Significance

What constitutes speech and language therapy goals.

Speech and language therapy goals are tailored objectives designed to address specific communication deficits. These goals encompass a range of skills, from articulation to language comprehension, relevant to the individual's needs.

The Importance in Educational and Clinical Settings

In educational and clinical settings, these goals provide a roadmap for therapists and educators. They guide intervention strategies, ensuring that therapy is focused and measurable.

Speech Therapy Goals for Autism: A Focused Approach

Tailoring goals to meet the unique needs of autism.

Individuals with autism often face unique communication challenges, such as difficulties in social interaction, language delays, and atypical speech patterns. Speech therapy goals for autism are thus tailored to address these specific needs.

Case Study Insights: Emily's Journey

Emily's therapy focused on improving her social communication skills, enhancing her ability to initiate conversations, and understanding non-verbal cues. Her goals were carefully crafted to address these areas, leading to significant improvements in her daily interactions.

Examples of Speech Therapy Goals for Autism

Specific: Develop basic turn-taking skills during conversations. Measurable: Participate in 5 turn-taking exchanges during a 10-minute activity. Achievable: Use role-playing games and social stories in sessions. Relevant: Turn-taking is essential for social interaction. Time-bound: Target to reach this goal in 6 weeks.

Specific: Increase the use of functional communication phrases, such as requests. Measurable: Independently use 5 different phrases in a session. Achievable: Implement Picture Exchange Communication System (PECS). Relevant: Functional communication is vital for autonomy. Time-bound: Achieve this within 2 months.

Speech Therapy Goals for Expressive Language:

Expressive language goals: what are they.

Expressive language goals focus on improving an individual's ability to convey thoughts, feelings, and ideas effectively. These goals are crucial for individuals who struggle to express themselves verbally.

Tools and Strategies for Achieving Expressive Language Goals

Therapists often employ various tools and strategies, such as picture exchange communication systems (PECS) and role-playing, to enhance expressive language skills. These methods were instrumental in Emily's progress.

Examples of Speech Therapy Goals for Expressive Language

Specific: Expand sentence length from 2 to 4 words. Measurable: Construct 4-word sentences in 70% of attempts. Achievable: Utilize picture cues and sentence-stretching exercises. Relevant: Longer sentences improve expressive communication. Time-bound: Set a goal for 2 months.

Specific: Enhance storytelling skills by retelling simple stories. Measurable: Accurately retell a story with a beginning, middle, and end. Achievable: Use visual aids and repeated story sessions. Relevant: Storytelling enhances narrative skills. Time-bound: Aim to achieve this in 3 months.

Building an Effective Speech Therapy Goal Bank

The role of a speech therapy goal bank.

A speech therapy goal bank serves as a comprehensive repository of potential goals and objectives. It aids therapists in selecting and customizing goals that align with the specific needs of their clients.

Incorporating a Preschool IEP Goal Bank

For preschool-aged children, incorporating goals from a preschool IEP goal bank ensures that therapy aligns with educational objectives, fostering a cohesive approach to intervention.

Semantic Goals for Speech Therapy: Enhancing Understanding

The essence of semantic goals.

Semantic goals in speech therapy focus on improving understanding and use of vocabulary, concepts, and sentence structure. These goals are critical for developing higher-level language skills.

Applying Semantic Goals in Therapy

In Emily's case, semantic goals were integrated to enhance her vocabulary and sentence construction abilities, which significantly improved her expressive language skills.

Examples of Semantic Speech and Language Therapy Goals

Specific: Increase vocabulary by introducing 10 new words related to daily activities. Measurable: Track the child's ability to correctly identify and use these words in sentences. Achievable: Aim to achieve this within 4 weeks using visual aids and repetition exercises. Relevant: This goal is relevant for enhancing daily communication skills. Time-bound: Set a review date in 4 weeks to evaluate progress.

Specific: Improve articulation of the /s/ sound in all positions of words. Measurable: Achieve 80% accuracy in structured activities. Achievable: Use drills and feedback during 30-minute sessions, twice a week. Relevant: Correct articulation is key for clear speech. Time-bound: Aim for this level of proficiency in 3 months.

The Path Forward in Speech and Language Therapy

In conclusion, setting specific, tailored speech and language therapy goals is crucial for effective intervention, especially for individuals with autism and expressive language challenges. Emily's case is a testament to the transformative power of well-structured speech therapy goals.

In this comprehensive guide, we explored the foundations of speech and language therapy goals, focusing on autism and expressive language. By leveraging tools like the speech therapy goal bank, preschool IEP goal bank, and focusing on semantic goals, therapists and educators can offer targeted, effective support. As we continue to advance in our understanding and techniques, the potential for aiding individuals with communication difficulties grows ever more promising.

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Simple Sequencing Goals for Speech Therapy (IEP Goal Bank)

If you’re looking for great IEP goals to work on sequencing goals for speech therapy, then I’ve got you covered!

Plus I’ve compiled some general sequencing info as well as a list of free resources to take the work and stress out of your therapy planning this year!

Sequencing Goals for Speech Therapy: Effective Strategies and Techniques

Sequencing goals in speech therapy are essential for helping individuals improve their communication skills and overall language development. 

These goals aim to enhance a person’s ability to understand and use language sequentially, enabling them to effectively communicate their thoughts and ideas. 

By targeting sequencing goals, speech therapists can help their clients generalize these skills into everyday life, making it easier for them to interact with others and engage in various social situations.

Key Takeaways

• Sequencing goals are vital in improving communication skills through the use of language in a logical and sequential manner.
• Speech therapists create individualized treatment plans that target sequencing goals while incorporating essential life skills.
• A well-rounded therapy program helps clients develop independent work and communication skills applicable to daily life situations.

Understanding Speech Therapy Goals

An essential aspect of effective IEP goals is that they are a written goal that is clear and measurable. This allows us, as professionals, to track our students’ progress and adjust the therapy approach as needed.

When writing IEP goals, we commonly consider the following components:

• Specific skill targeted : The goal should clearly state the particular area in which the student is expected to improve with a what the student will do statement.
• Measurable criteria : The goal should include a quantifiable aspect, such as a percentage or frequency, to help track progress.
• Attainable –  The goal is achievable and is realistic for your student or client to reach. Along with any support the student may need to achieve the goal.
• Relevant to a student’s individual needs : The goal should focus on skills that are meaningful to the student’s growth and development in communication.
• Time-bound : The goal should include a time frame for achieving the expected improvement.

In the context of speech therapy, sequencing goals are often critical. Sequencing is a fundamental skill necessary for understanding and organizing information and plays a crucial role in narrative development. 

Effective IEP goals for targeting sequencing may include:

• Improving the student’s ability to retell stories in a logical and sequential way.
• Enhancing the student’s understanding of story structure by identifying main ideas and key details.
• Strengthening the student’s ability to sequence daily routines, such as getting dressed or brushing their teeth.

As we develop and implement speech therapy goals, it is important to remember that collaboration with other professionals, such as classroom teachers and parents, is critical for success. By working together, we can create a supportive environment that promotes the development and achievement of our student’s goals.

Role of Speech-Language Pathologists When Working on Sequencing Goals

One key area that we often work on is sequencing . This skill is essential for individuals to communicate effectively and understand complex information. We develop personalized therapy plans and support clients as they progress through various sequencing goals related to their specific needs.

There are several components to consider when addressing sequencing in speech therapy:

• Story structure : We help individuals understand the organization of stories and how events typically unfold.
• Main ideas : We teach clients to identify central themes and messages in different types of communication.
• Key details : We work with clients to pick out important facts and figures from a larger body of information.

In addition to these components, different sequencing activities are employed to target a client’s specific needs. Some examples include:

• Real-life scenarios: We design exercises based on daily tasks, such as making a sandwich, tying shoelaces, or brushing teeth.
• Puzzles and games: We use enjoyable activities to engage clients and motivate them to improve their sequencing skills.
• Visual aids: We incorporate visual tools like cards and charts to visually demonstrate the correct order of steps in a process.

10 Sequencing Speech Goals

When it comes to optimizing goal writing for sequencing goals in speech therapy, we need to focus on creating specific, measurable, attainable, relevant, and time-bound (SMART) objectives. 

Effective goal writing should facilitate individualized and targeted therapy sessions that directly address each patient’s unique needs.

Sequencing Words and Phrases

• By [date], given a set of three unrelated words or phrases, STUDENT will verbally sequence them into a coherent and grammatically correct sentence with 80% accuracy in 4 out of 5 opportunities.

Sequencing Story Events

• By [date], when presented with a short story or passage, STUDENT will verbally identify and sequence the main events in the correct order with 80% accuracy in 4 out of 5 opportunities.
• By [date], given a story or activity, STUDENT will sequence the story or activity that includes # parts with 80% accuracy in 4 out of 5 opportunities.

Sequencing Multi-Step Directions

• By [date], STUDENT will follow multi-step verbal directions in the correct sequence, containing up to three steps, with 80% accuracy in 4 out of 5 opportunities.

Sequencing Conversational Turn-Taking

• By [date], during a structured conversation , STUDENT will take turns speaking in a sequence, waiting for a pause in the conversation before contributing, with 80% accuracy in 4 out of 5 opportunities.

Sequencing Phonological Patterns

• By [date], when presented with a series of phonemes or syllables, STUDENT will verbally sequence them to form a target word, demonstrating correct articulation and phonological patterns, with 80% accuracy in 4 out of 5 opportunities.

Sequencing Narrative Elements

• By [date], STUDENT will create and verbally express a cohesive narrative that includes a clear beginning, middle, and end, with l ogical sequencing of events , achieving 80% accuracy in 4 out of 5 opportunities.
• By [date], 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.
• By [date], 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.

Sequencing Temporal Concepts

• By [date], STUDENT will accurately use temporal concepts (e.g., first, next, then, finally) to verbally describe the order of events in a given task or activity, achieving 80% accuracy in 4 out of 5 opportunities.

See Also: 432+ Free Measurable IEP Goals and Objective Bank

Different supports to use when sequencing.

• Visual Prompts – include non verbal cues that can assist children in understanding and performing target actions or behaviors. 

They include visual aids such as picture cards, drawings, or real objects. 

Visual prompts are a great way to help children better grasp the concept of sequencing goals because of the visual cue in hand.

• Verbal prompts – are when we use spoken language to guide the child in performing a specific action or behavior. 

A verbal cue or prompt can range from simple one-word instructions to more complex sentences. 

Verbal prompts aid in the child’s comprehension of the target behavior and help reinforce the sequencing goals.

When implementing verbal prompts in therapy, it’s important to consider the following:

• Keep instructions clear and concise
• Adjust your language based on the child’s developmental level
• Gradually fade the prompts as the child becomes more independent
• Utilizing Graphic Organizers – These visual tools help our clients understand and organize information within a narrative, while also improving their ability to express and sequence their thoughts coherently.
• Story Map – breaks down narratives into components such as characters, settings, problems, and solutions. When we scaffold this process, we provide our clients with a structure for their retelling approach. This enhances their vocabulary skills and syntax when communicating.
• Sequence Chart – a linear representation of events in a story, requiring the student to arrange events in a logical order.

In our practice, we’ve observed that the use of graphic organizers not only benefits our clients in achieving their sequencing goals but also contributes to improved reading comprehension and overall communication skills. 

As confident and knowledgeable speech therapists, we can leverage these visual aids to help our clients accurately identify, sequence, and express the essential elements of a narrative, fostering their success in reaching their speech therapy goals.

Measuring Progress Towards Sequencing Goals

Data collections.

To know if your student is making progress it is essential that you as the therapist are measuring your student’s progress through data collection . 

It is by consistently tracking your child or student’s progress that you can make informed decisions about therapy and more effectively communicate with other professionals or parents. 

To ensure that you have the right measurable goals , focus on creating goals that are objectively measurable and specific to the individual’s needs. (see goals above)

Google Forms

Using Google Forms is another tool that provides a systematic way to track and monitor an individual’s progress toward their articulation goals. 

By using Google Forms, you can record speech data, set measurable goals, and track progress in a single, organized system. 

Additionally, using a Google Form allows for you to easily collaborate with other professionals and helps you evaluate the effectiveness of the therapy provided. 

Google Forms How to Video

Watch this short video showing you exactly how to implement using Google Forms for your data collection.

See Also: Narrative Goals for Speech Therapy

Lesson plans and therapy ideas for working on sequencing skills.

When working on sequencing skills here are some of the best ways you can focus on structured language activities to work on your student’s sequencing skills:

• Sequence Words and Phrases (sentence structure)
• Sequence Simple Story Events

Following Multi-Step Directions

Conversational turn-taking.

• logical sequencing of events
• using visual cues (sequencing cards) to sequence the story along with the story problem and solution
• use sequencing words (first, next, then, last)
• daily life skill routines
• developing independent work skills

Incorporating simple stories into speech therapy sessions helps clients practice their sequencing skills, which is essential for constructing a coherent, grammatically correct complex sentence. 

We can start with a basic three-part structure: beginning, middle, and end. 

For instance, you could give your students 3 words or 3 phrases that they can then put into a complete sentence.

• Given the following 3 words (boy, jumped, the) would become: “The boy jumped” .
• Given the following 3 phrases (the big lake, the boy, jumped across) would become: “The boy jumped across the big lake” .

Incorporating short stories into speech therapy can be an effective way to address narrative goals and improve story-retelling skills. By using shorter narratives, we can focus on specific language and sequencing skills while keeping our clients engaged.

• Wordless Book – One approach to achieving narrative goals with short stories is to use wordless books or a picture scene. These books solely rely on visual storytelling and challenge clients to create their own version of the story. This method encourages clients to pay close attention to characters, settings, and actions while fostering creativity in storytelling. 

Additionally, this strategy helps clients develop a deeper understanding of story grammar, as they must rely solely on the images to identify the characters, setting, problem, and resolution.

For Example: Good Dog, Carl

Good Dog, Carl by Alexander Day is perfect if you’re looking for wordless books. Using wordless picture books can be a great first step when introducing using books in therapy. The author has many more favorite wordless picture books. This story follows a dog named Carl who has to babysit while his Mom is away and even though the baby and Carl make a mess Carl is a good dog and makes sure to clear up before his mom comes home. 

• Sequencing – After reading the story, have students practice sequencing by ordering the events from first, next, then, and last to show they understand the order of events.

Digital Version:

(This digital version is 9 min and has a 4-5 min blurb before about how this is a book with very few words, but we can use the pictures to predict, make inferences etc).

• Wordless Videos – Are also another fun way to work on sequencing story elements. Using our wordless video sequencing cards you can cut out each picture card and then put them into the correct order.

• Using Short Stories – We can present clients with various short stories in a logical, sequential order. By doing so, clients practice retelling the story while implementing appropriate vocabulary and syntax. These stories should be suitably short, allowing clients to easily grasp the main event sequence and eventually generalize their skills to more complex narratives.

Practicing following multi-step directions is another fun way to practice sequencing skills. 

Here is a list of my multi-step resources:

• Winter Crafts
• February Card Making
• Back to School
• End of the Year

When working on sequencing skills, during turn-taking you can use wh questions to help get the conversation going. Here are 4 ideas to keep a conversation going for middle school and high school aged students by asking follow-up questions .

When working on sequencing skills, it’s necessary to break down the process into smaller steps. Here’s a helpful method to follow:

• Introduce the reading passage: Provide a brief overview of the story and introduce key elements such as characters and settings.
• Read the story: Read the story aloud, and if possible, provide visuals to engage clients further.
• Discuss the story: Encourage clients to share their thoughts on the story, focusing on characters, setting, problem, and resolution.
• Practice retelling the story: Have clients try to retell the story in their own words while focusing on the correct sequence of events.

Here are the skills you can practice:

• Daily life skill routines: Break down everyday tasks into manageable steps, giving our students the chance to practice independently.

While guiding our students through these activities, we must gradually fade our support to foster their independence. By practicing these skills across various contexts, they are more likely to develop and master independent life skills.

• Developing Independent Work Skills: One critical aspect of independent work is providing our students with clear and achievable expectations. To do this, we can utilize visual schedules and checklists, supporting them in understanding the order of tasks and monitoring their progress. 

It’s also essential to offer structured practice opportunities. By creating activities with a clear beginning, middle, and end, our students can develop a better understanding of sequences within their daily lives. 

For example, we could use:

• Task boxes : Organize step-by-step activities with visual and tangible materials within a box.
• Following a Work Schedule: Learning to follow a work schedule. You can start by creating a work schedule to follow.

• Advocating in the Community: Practice advocating in the community following these 5 steps.

See Also: 31 Best Wordless Videos To Teach Problem Solving

Conclusion : seqencing goals for speech therapy.

By targeting sequencing goals, speech therapists can help their clients generalize these skills into everyday life, making it easier for them to interact with others and engage in various social situations. 

We hope our resources, as well as this goal bank, helps you implement sequential practice into your therapy sessions! 

If you enjoyed this post you won’t want to miss my 43+ Sequencing Activities Speech Therapy {Free Resources!} .

Frequently Asked Questions – Sequencing Goals for Speech Therapy

What are common sequencing goals in speech therapy.

Sequencing goals in speech therapy are essential for helping individuals improve their narrative abilities and understanding of time-based events. Common sequencing goals include identifying key details, retelling stories in a logical and sequential way, and organizing thoughts chronologically.

How can sequencing goals improve communication skills?

Working on sequencing goals in speech therapy can lead to improved communication skills by helping individuals organize and express their thoughts in a coherent manner. As they practice sequencing skills, they’ll also enhance their understanding of time and event connections, ultimately improving their conversational and storytelling abilities.

What are effective sequencing activities in speech therapy?

Effective sequencing activities in speech therapy can range from using sequencing pictures to guide story retelling, to engaging in functional sequencing tasks, such as Safe Sitting to Standing Transfers. Other activities might involve creating visual timelines, using cue cards, or role-playing stories and conversations.

How do IEP goals relate to sequencing in speech therapy?

Individualized Education Program (IEP) goals are important for guiding the progress of students receiving speech therapy. When setting IEP goals for sequencing, speech therapists and educators consider a student’s unique needs, ensuring they align with overall communication skill targets. IEP goals for speech therapy can encompass various aspects related to sequencing, such as expressive language, receptive language, and pragmatics.

What are examples of story retell goals in speech therapy?

Story retell goals in speech therapy focus on enabling individuals to accurately and coherently retell stories they hear or read. Some examples include recalling the main idea, identifying key details, sequencing events in order, describing characters, and making connections to personal experiences.

How can expressive language goals support sequencing skills?

Expressive language goals in speech therapy focus on helping individuals articulate their thoughts, emotions, and ideas effectively. By working on expressive language, individuals can improve their ability to convey information and stories in a sequential and logical manner. This practice will reinforce their sequencing skills and ultimately enhance their overall communication abilities.

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Social & Pragmatic Language Goal Bank

• (client) will label emotions/feelings in communication partners or in pictures with 80% accuracy for 3 data collections.
• (client) will use words to express their feelings independently for 80% of opportunities across 3 data sessions.
• (client) will state a   logical answer to what another person might be feeling based on a social situation with 80% accuracy for 3 data collections.
• (client) will answer pragmatic questions about social situations during structured activities with 80% accuracy for 3 data collections.
• (client) will identify a problem in a social setting/picture scene   with 80% accuracy for 3 data collections.
• (client) will present a solution to a problem independently   with 80% accuracy for 3 data collections.
• (client) will label a problem size (small, medium, big) after identifying a problem with 80% accuracy across 5 data collections.
• (client) will make inferences after hearing part of a story/social situation with 80% accuracy for 3 data collections.
• (client) will name a flexible thinking strategy after hearing a problem scenario/social situation in 80% of opportunities across 5 data collections.
• (client) will predict what happens next after hearing part of a story/social situation with 80% accuracy across 5 data collections.
• (client) will identify appropriate/inappropriate behaviors in a story/social situation with 80% accuracy for 3 data collections.
• (client) will describe why a behavior is appropriate/inappropriate in a story/social situation in 80% of opportunities for 3 data collections.
• (client) will use greetings and farewells by looking and verbalizing or by waving "hi"/"goodbye" for 5 consecutive sessions.
• (client) will use appropriate eye contact during a conversational exchange for 5 consecutive sessions.
• (client) orient his eyes toward a speaker/activity after 1 verbal prompt in 80% of opportunities across   3 data collections.
• (client) will look toward a speaker when their name is called in 80% of opportunities for 3 data collections.
• (client) will maintain appropriate body orientation during a single activity for 3   activities per session for 3   data collections.
• (client) will request help independently in 80% of opportunities across 5 data collections.
• (client) will attend to self-directed activity for at least 1 minute without abandoning or transitioning activities across 5 data collections.
• (client) will attend to adult directed activity for at least 1 minute without abandoning activity across 5 data collections.
• (client) will maintain conversation for 3 turns by asking a questions or commenting with no more than 1 verbal prompt for 3 data collections.
• (client) will add an appropriate comment to a topic generated by a communication partner without prompting at least 10x across 3 data collections.
• (client) will ask an appropriate question about topic generated by a communication partner at least 10x across 3 data collections.
• (client) will participate in turn-taking with the therapist for 5 turns per opportunity with a minimum of 5 opportunities across 3 data collections.
• (client) will identify signs of listener boredom or disinterest independently with 80% accuracy for 3 data collections.
• (client) will use age-appropriate vocal characteristics (intonation, volume) for 80% of conversational turns during therapy sessions independently for 3 data collections.

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Lev Vygotsky’s Life and Theories

Vygotsky died young but had an important influence on psychology

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

• Contributions to Psychology
• Piaget vs. Vygotsky

Frequently Asked Questions

Lev Vygotsky was a seminal Russian psychologist best known for his sociocultural theory . He believed that social interaction plays a critical role in children's learning—a continuous process that is profoundly influenced by culture. Imitation, guided learning, and collaborative learning feature prominently in his theory.

Lev Vygotsky's Early Life

Lev Vygotsky was born November 17, 1896, in Orsha, a city in the western Russian Empire. In 1917, he earned a law degree at Moscow State University, where he studied a range of topics including sociology, linguistics, psychology, and philosophy.

His formal work in psychology began in 1924 at Moscow's Institute of Psychology. He completed a dissertation in 1925 on the psychology of art but was awarded his degree in absentia due to an acute tuberculosis relapse that left him incapacitated for a year.

Following his illness, Vygotsky began researching topics such as language, attention, and memory with the help of his students. Among these were Alexei Leontiev, the developmental psychologist and philosopher who developed activity theory, and neuropsychologist Alexander Luria, the author of "Higher Cortical Functions in Man ."

Lev Vygotsky's Theories

Vygotsky was a prolific writer, publishing six books on psychology in 10 years. His interests were diverse but often centered on child development, education, the psychology of art, and language development. He developed several important theories about the way children learn and grow within culture and society.

The Zone of Proximal Development

One of Vygotsky's well-known concepts was the zone of proximal development. He defined it as "[The] distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers."

In other words, the zone is the gap between what a child knows and what they do not. Acquiring the missing information requires skills that a child does not yet possess or cannot use independently, but can with the help of a "more knowledgeable other."

The More Knowledgeable Other

Vygotsky's "more knowledgeable other" is a person who has greater knowledge and skills than the learner. Often, this is an adult such as a parent or teacher who provides educational opportunities, such as guided instruction, within a child's zone of proximal development.

Vygotsky noticed that children also learn a great deal from peer interactions. In fact, children often pay more attention to what friends and classmates know and are doing than they do to adults. Teachers can leverage this tendency by pairing less skilled children with more knowledgeable classmates to observe and imitate.

No matter who serves as the more knowledgeable other, the key is that they provide the needed social instruction within the zone of proximal development when the learner is sensitive to guidance.

Sociocultural Theory

Lev Vygotsky also suggested that human development results from a dynamic interaction between individuals and society. Through this interaction, children learn gradually and continuously from parents and teachers.

However, this learning varies from one culture to the next. It's important to note that Vygotsky's theory emphasizes the dynamic nature of this interaction. Society does not just impact people; people also affect their society.

If you're interested in reading some of Vygotsky's works, many of his writings are available in full-text format at the Vygotsky Internet Archive .

Lev Vygotsky's Contributions to Psychology

Vygotsky's died of tuberculosis on June 11, 1934, when he was just 37. Still, Vygotsky is considered a formative thinker in psychology, and much of his work is still being discovered and explored today.

Although he was a contemporary of Skinner , Pavlov , Freud , and Piaget , Vygotsky never attained their level of eminence during his lifetime. The Russian Communist Party often criticized Vygotsky's work, making his writings largely inaccessible to the rest of the world. His premature death also contributed to his obscurity.

Despite this, Vygotsky's work has continued to grow in influence since his death— particularly in the fields of developmental and educational psychology .

Lev Vygotsky, "Mind in Society," 1978

Learning is more than the acquisition of the ability to think; it is the acquisition of many specialised abilities for thinking about a variety of things.

It wasn't until the 1970s that Vygotsky's theories became known outside of Russia, as new concepts and ideas emerged in the fields of educational and developmental psychology . Since then, Vygotsky's works have been translated many times over and have gained international recognition, particularly in the area of education.

In a ranking of eminent psychologists, Vygotsky was identified as the 83rd most influential psychologist during the 20th century.

Jean Piaget vs. Lev Vygotsky

Jean Piaget and Vygotsky were contemporaries, yet Vygotsky’s ideas did not become well known until long after his death. Although their theories on child development have some similarities, there are also significant differences.

Says cultural differences have a dramatic effect on development

Emphasizes the importance of more knowledgeable others

Heavily stresses language's role in development

Breaks development into a series of predetermined stages

Suggests development is largely universal

Focuses on peer interaction

Largely ignores the role of language

A Word From Verywell

Although he was not well-known in his lifetime, Lev Vygotsky made significant contributions to psychology. Vygotsky's theories on child development and learning influence how we think about education and development today.

Vygotsky theorized that cognitive development occurs in collaboration with others and could not happen in the absence of language and interaction. Piaget believed that children learn independently and come to their own individual understanding of the world.

Both Piaget and Vygotsky acknowledged the role of peer interaction in children's learning, a gradual process that happens in sequential stages. They felt that nature and nurture both play important roles in this process.

One way is in the application of the zone of proximal development theory. Students best bridge the gap between what they know and what they don't in an ongoing process that involves both group interaction and scaffolded levels of instruction. This allows them to learn new concepts while also developing social skills.

Haggbloom SJ, Warnick JE, Jones VK, et al. The 100 most eminent psychologists of the 20th century . Rev Gen Psychol . 2002;6(2):139–152. doi:10.1037/1089-2680.6.2.139

Vygotsky LS. Thought and Language . Kozulin A, trans. The MIT Press.

Vygotsky LS. Mind in Society: The Development of Higher Psychological Processes . Harvard University Press.

Vygotsky LS.  Thinking and Speech . Minick N, trans. Plenum Press.

Woolfolk AE. Educational Psychology (14th ed). Pearson.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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Working with Russian-speaking clients: implications for speech-language assessment

United States boasts an impressive Russian-speaking population.  Numerous Russian-Americans live in various parts of the country with large concentrations in states such as New York, New Jersey, Pennsylvania, Ohio, Washington, Oregon, Illinois, California, and Florida, with smaller numbers found in most of the remaining states. According to the  2010 United States Census  the number of Russian speakers was 854,955, which made Russian the 12th most spoken language in the country ( link to statistics ).

Given the above, it is very likely that speech-language pathologists (SLPs) will encounter their share of Russian-speaking clients during the course of their career.   Hence, the aim of this post is to provide some suggestions regarding assessment of bilingual Russian-American birth-school age population in order to assist SLPs with determining whether the assessed child presents with a language difference, insufficient language exposure, or a true language disorder.

I would like to begin by discussing some common Russian-American child-rearing practices pertinent to bilingual language development. Many Russian-American families want their children to know and speak Russian in addition to English and often take special efforts to unsure that this happens.   One common language learning practice in many Russian-American families is to speak only Russian to the children until they reach preschool/early school age, and English is introduced to them in school. Furthermore, families, in which one parent doesn’t speak Russian, often tend to utilize the one parent/one language approach and expose their children to Russian and English simultaneously.   Even after the children begin attending school and learning English, many families will continue to support Russian by sending them to Russian speaking schools on the weekends for enrichment activities or Russian-speaking camps in the summer.

Thus, some Russian-American children entering preschool may present with very limited English exposure.  In order for the speech-language pathologists to determine whether these children present with insufficient language exposure or true language impairment, some knowledge regarding the differences between the English and Russian languages is recommended.

Assessing articulation/phonology:

Here the SLP needs to bear in mind that there are some fundamental differences between Russian and English sound systems. While there are 33 consonants and 7 allophones in Russian, it lacks 5 English consonants: /w/, /Ɵ/, /ð/, /ŋ/ and /h/  (Gildersleeve-Neumann & Wright, 2010).  Given the above it is common for new language learners to omit or substitute these sounds with similar sounds from their repertoire until they achieve sound mastery (given adequate period of exposure). As compared to English, Russian contains numerous palatalized (soft) sounds, which are produced high in the mouth towards the palate (Zharkova, 2005). Therefore palatalization of sounds in English may at times occur in a number of Russian speakers as a temporary feature of second language acquisition.

All consonants in Russian occur   in the initial, medial and final position in words with the exception of voiced obstruents, which in English occur voiced and unvoiced in the final word position. Given the above, consonant omissions and substitutions as well as voicing and devoicing errors in Russian speaking toddlers and preschoolers need to be carefully analyzed in order to determine whether they are developmentally appropriate or potentially represent speech sound errors in need of remediation.

Russian vowel inventory is significantly smaller as compared to English, and contains only 5 phonemes: /a/, /e/, /i/, /o/, /u/. There are no tense/lax vowel contrasts in Russian, and word stress does affect vowels when it comes to volume and length. Vowels in unstressed syllables are generally reduced   to one of three sounds: /i/, /Ə/, /a/ (Gildersleeve-Neumann & Wright, 2010). Consequently, it is fairly common for emerging second language speakers to make vowel and prosodic (stress) errors in conversational exchanges.

  Russian also has significantly more syllables in words as compared to English and contains on average 3-8 syllables per word.  It is also not uncommon for Russian words to contain consonant clusters between 2-4 consonants in length (Lindblom & Maddieson, 1988).  Given the above, if a Russian-American child  is exhibiting the phonological processes of weak consonant deletion and cluster reduction beyond the age when it has been suppressed in his/her English speaking peers, therapeutic intervention is merited.

Below is a comparison of Russian/English sound inventory (Nevryanskiy, 2013)

**N/P- non palatalized; *** P- Palatalized

Thus it is common for Russian-American toddlers and preschoolers with limited exposure to English to demonstrate a number of speech sound errors including phoneme palatalization, substitution, final consonant devoicing, as well as vowel errors (Gildersleeve-Neumann & Wright’s 2010).   However, Russian-American children should not differ significantly in their overall   production complexity as compared to English only speaking peers.  Consequently, Russian-American children who present with numerous sound errors in Russian or who make a greater number of developmental errors as compared to English speaking peers may present with a speech sound disorder and require therapeutic intervention (Gildersleeve-Neumann & Wright’s 2010).

Assessing language abilities:

English and Russian languages have very different grammar systems. Russian conveys meaning through changes in the composition of words (e.g., adding prefixes and suffixes, inflections, etc). Its word order is interchangeable. In contrast to English, you can use Subject-Verb-Object or Object-Verb-Subject order and still convey the same meaning.

As compared to English, Russian lacks articles, has no verb –be, lacks progressive forms, lacks inflections for people and numerals, lacks pronoun –there and has compulsory use of multiple negation. Consequently, due to significant differences between both languages, some common cross-linguistic errors may be expected for Russian-American language learners. These would include article omissions (e.g., “she has job”), use of multiple negation, wrong tense sequences, misuse of prepositions, wrong order of adjectives in sentences, as well as usage of count vs. non count nouns (e.g., furnitures, hairs, etc). Additional errors may constitute usage of gender nouns with neutral words (referring to he/she when speaking re: inanimate objects), omission of helping verbs in negative statements (“I no understand”), omission of copulas –is (e.g., “she thirsty”), and lack of subject verb inversion to formulate questions (e.g., “when he will be home”?) (Andrews, 2001; Levitsky, n.d).

However, vocabulary use among Russian and English speakers does not differ significantly. So if on vocabulary testing a Russian-American child is unable to label words appropriately, it may be either due to lack of adequate exposure to L2 or word retrieval deficits (as long as the latter presents in Russian as well).

Thus, when assessing the language abilities of preschool or school-aged Russian-American children it is very important to carefully interview the parents in order to find out about the child’s developmental milestones in Russian.   Children who presented with delayed language milestones in their birth language (e.g., limited vocabulary, poor grammar, decreased sentence length, etc) should be considered as having a true language disorder and receive appropriate services. In contrast, Russian-American children who presented with normal language development in Russian and are only reported to evidence difficulties in English (as per classroom teacher) should be considered as typical second language learners and should receive ESL services (vs. speech language therapy), if possible, in order to obtain sufficient second language exposure (click to learn more about second language acquisition stages ).

Assessing social pragmatic development:

While there are a number of social pragmatic language differences between both cultures, it is important to understand that true social pragmatic deficits will stand out in both settings: school and home/community.   Both parental and teacher’s reports need to be taken into consideration as well as child observations in several settings (classroom-structured tasks, lunchroom/recess-unstructured tasks). Finally, the child’s ability to interact with peers vs. staff should also be noted.

Areas to focus on:

• —  Ability to appropriately attend to tasks (do independent work) and speakers (not ignore)
• —  Ability to initiate (e.g., request help, ask a question, start an activity/conversation independently)
• —  Use language for variety of functions vs. displaying a restricted range
• —  Ability to accept boundaries/limits (e.g., not to get out of seat without asking, touch other people’s property, etc)
• —  Prosody and vocal intensity  (pay attention to anything out of ordinary)
• —  Ability to respect physical space of others (e.g., proximity, posture)
• —  Ability to engage in discourse and appropriately formulate narratives
• —  Ability to engage in perspective taking
• —  Peer relatedness  (e.g., does the child exhibit interpersonal negotiation, conflict resolution, can s/he cooperate,  make and keep friends, etc)
• —  Ability to self-regulate and monitor own behavior in academic and social settings

Depending on the child’s age and length of exposure to English, a standardized social language assessment may be considered (e.g., Social Language Development Test ), although the results may need to be interpreted with caution.  

Views on Disability :

In Russia, all forms of disability (e.g., Down syndrome, Cerebral Palsy, blindness, paralysis due to accidents, etc) are viewed as severely stigmatizing (Phillips, 2009). There, people with disabilities (with and without impact on cognitive abilities) continue to face a range of barriers that limit their participation in society including lack of access to appropriate healthcare (e.g., diagnosed as uneducable based on brief examinations), confinement to institutions, as well as lack of access to inclusive classrooms (e.g., teachers and university directors are unaware and misinformed about disability issues) (Andreeva, et al, 2007; Phillips, 2009).

Depending on the severity of the child’s diagnoses (e.g., articulation vs. autism), some Russian-American parents may react negatively when informed by a school that a Child Study Team assessment and/or special education placement is recommended for their child.  They may over rely on the “wait and see” approach and/or display reluctance in agreeing with school recommendations due to a belief that the child’s placement in special education “will permanently go on the record” and negatively affect the child’s life both academically and socially for many years to come. Consequently, it is very important for professionals to perform comprehensive non-biased testing as well as to carefully explain rationale and long term goals/objectives for any school based therapeutic services in order to eliminate any misconceptions on the part of the parents.  It is important to note that once the rationale/recommendations are accepted, many Russian-American parents become excellent advocates for their children and will be very involved in obtaining appropriate services as well as performing carryover activities at home (e.g., request homework, extra work, etc).

Conclusion:

It is very important to emphasize that the distinction between language difference and language disorder should be determined by looking at “the language norm of the student’s speech community” (Wolfram, Adger, & Christian, 1999, 165).  SLPs must collect a detailed background history of referred child in order to determine whether the child’s deficits were noted / suspected in Russian or only began when he/she started acquiring English. Remember, true language based deficits will develop in first language and will be present in both languages (Rosenberry –McKibben, 2002).

Relevant Resources :

• Assessment of sound and syllable imitation in Russian speaking infants and toddlers
• Russian Articulation Screener —
• Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children
• — Impact of Cultural and Linguistic Variables On Speech-Language Services
• —Assessment Checklist for Preschool Children
• —— Assessment Checklist for School Children
• —— Narrative Assessment of Preschool and School Aged Children
• — Social Pragmatic Deficits Checklist for School Aged Children  
• Auditory Processing Deficits Checklist for School Aged Children  
• Andreeva, L. V. et al. (2007).  Education of disabled people in the context of UNESCO EFA programme: experience of Russia . Saint Petersburg: Herzen University publishing house.
• Andrews, E. (2001). Russian. Retrieved from www.seelrc.org:8080/grammar/mainframe.jsp?nLanguageID=6
• Gildersleeve-Neumann, C. E., & Wright, K. L. (2010). English speech acquisition in 3- to 5-year-old children learning Russian and English. Language, Speech, and Hearing Services in Schools , 41, 429–444.
• Levitsky, A ( n.d) Comparative grammar of English and  Russian:  a general survey. Retrieved from http://elvis.rowan.edu/~bps/rowan-levitsky.PPT
• Lindblom, B., & Maddieson, I. (1988). Phonetic universals in consonant systems. In L. M. Hyman & C. N. Li (Eds.),  Language, speech and mind (pp. 62–78). London, England: Routledge.
• Nevryanskiy, V (2013) Cross Linguistic Grammar Manual (Standard American English versus Russian) Unpublished Manuscript.
• Phillips, S (2009) “‘There Are No Invalids in the USSR!’ A Missing Soviet Chapter in the New Disability History.”   Disability Studies Quarterly 29(3).
• Roseberry-McKibbin, C. (2002).  Multicultural students with special language needs: Practical strategies for assessment and intervention (2 nd ed.).  Oceanside, CA: Academic Communication Associates, Inc.
• Wolfram, W., Adger, C.T., & Christian, D (1999) Dialects in Schools and Communities, Lawrence Earlbaum Associates, Mahwah, NJ.
• Zharkova, N. (2005). Strategies in the acquisition of segments and syllables in Russian-speaking children.  Leiden Papers in Linguistics ,  2 , 189–213.

5 thoughts on “ Working with Russian-speaking clients: implications for speech-language assessment ”

This is the exact information I was looking for! Thank you Tatyana.

Thank you so much for this! I speak Russian as my second language (it was my first for the first 5 years of my life and then became my second). However, I wouldn’t know how to even begin evaluating a native Russian speaking child. There are not that many Russian speakers where I live now, but it’s still good to know all of this.

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