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31+ Articulation Goals for Speech Therapy (Goal Bank)

I’m excited to share with you today my articulation goals, which are an essential part of the speech therapy progress for those wanting to improve their articulation skills. 

The speech goals I’ve outlined below involve addressing specific phonemes, or speech sounds, that an individual has difficulty pronouncing. The goal is to help your student or client to develop clear and intelligible speech. 

You as the Speech-Language Pathologists (SLPs) play a crucial role in identifying, assessing, and creating personalized articulation goals for individuals with speech disorders.

It is important to keep in mind that articulation disorders are when a student has difficulty with a specific consonant or vowel sound, unlike phonological disorders which are when the student is having broader issues affecting whole words or phrases. 

By working closely with an SLP, individuals can receive tailored therapeutic approaches, such as auditory and tactile cueing or modeling techniques, to address their unique articulation needs. 

As your students make progress, articulation goals should be adjusted to continually demonstrate growth and improvement in your student’s speech sound production.

Key Takeaways

• Articulation goals are essential in speech therapy for addressing specific speech sound difficulties.
• Speech-language pathologists create personalized goals and therapeutic approaches for individuals with articulation disorders.
• Progress towards articulation goals is continually assessed and adjusted to promote growth in speech sound production.

Understanding Articulation Goals

The first step.

Before diving into articulation goals, you should understand the first step in articulation therapy. 

• It’s essential to identify the sounds or phonemes with which the person has difficulty. 
• By assessing these challenges, the speech therapist can develop tailored goals to help the individual work on their specific articulation needs.
• A great starting point would be to use a standardized test, such as the Goldman-Fristoe Test of Articulation or another articulation test or screener as a great way to determine which sounds the student is struggling with and where to begin therapy.
• In the initial phase of therapy, the ability to make sounds correctly at the word level in different word positions (initial position, medial position, or final position) is crucial, as it establishes the groundwork for developing accurate speech articulation.

Purpose of Articulation Goals

The purpose of articulation goals is to improve communication skills for individuals who face challenges in pronouncing words or sounds. These goals are what help guide your students’ speech therapy sessions to ensure the student or client actually makes progress toward their articulation skills.

When creating articulation goals, speech therapists should consider various aspects, such as the phonemes involved, the position of the sounds within words (initial, medial, or final), and the student’s age-appropriateness to be working on those particular goals.

Articulation goals usually include:

• Targeting specific sounds at the phonemic level, word level, phrase level, sentence level, reading level, and conversational level
• Increasing accuracy in producing the target sound
• Enhancing the intelligibility of the individual’s speech
• Encouraging self-monitoring and self-correction during conversations

The success of articulation therapy relies on consistent practice, feedback, and the development of personalized goals that best address the student’s unique needs.

The Role of Speech-Language Pathologists

Best practice.

As a speech language pathologist (SLP), your primary focus is on implementing a best practice approach to treat articulation disorders. This approach involves prevention, identification, assessment, intervention, monitoring, and follow-up of speech sound disorders. By staying up-to-date with current research and utilizing evidence-based practices, you can ensure that your clients receive the most effective treatment possible.

Your best practice should involve:

• Collaborating with other professionals, such as teachers and special education staff, to provide comprehensive care and support
• Individualizing treatment plans that cater to the specific needs and abilities of each client
• Monitoring progress and adjusting treatment plans as needed to optimize outcomes

Treatment Plans

Developing a well-structured treatment plan is essential for how we can best address our student’s articulation goals. As an SLP, we need to create individualized treatment plans that cater to the unique needs of your clients and students.

An effective treatment plan should:

• Assess the client’s needs : Begin by conducting a thorough evaluation, noting the client’s strengths, weaknesses, and areas for improvement. This will help you identify the specific speech sounds they have difficulty with, as well as any underlying issues causing these difficulties.
• Set clear goals : Establish specific, measurable, attainable, relevant, and time-bound (SMART) goals for the client. These goals should focus on improving the problematic speech sounds and their overall articulation abilities.
• Select appropriate interventions : Choose evidence-based interventions that have been proven effective for similar clients and issues. These may include articulation drills or different levels of modeling or prompting.
• Monitor progress : Regularly assess the client’s progress using objective data collected during therapy sessions. This will help you determine if the interventions are working and make any necessary adjustments to the treatment plan.
• Communicate with caregivers : It’s important to keep caregivers informed about the client’s progress, and provide them with information and resources to support the client’s speech sound development at home.

By following best practices and designing tailored treatment plans for your clients, you can confidently and effectively address your students or clients’ articulation goals.

Depending on the standardized test results, screenings, language samples, and parent or guardian information therapy may be articulation-focused, phonological-focused, or a combination of both. 

This will depend on the individual student or client and based on their testing results. 

The following information focuses on an articulation focused therapy plan.

4 Types of Articulation Disorders

Speech sounds.

Articulation disorders can be characterized by difficulties in producing specific speech sounds . 

Children struggling with this type of disorder may have trouble with certain consonants or vowels. 

It’s essential to identify and address these issues early on, as they can impact a child’s overall speech and communication abilities. 

Examples of speech sound challenges are mispronouncing any of the following sounds /p, b, t, d, k, g, f, v, m, n, w, r, l, s, z, ch, sh, th, j, h, zh, ng, y/.

• Substitution – Is when a sound is substituted with another sound. For example, when /r/ sound is substituted with the /w/ sound, such as “wed” for “red” or “wing” for “ring”.
• Lateral Lisp – A lateral lisp or lateral distortion happens when air escapes out the sides of your teeth. To help reduce a lateral lisp encourage your client or student to place the sides of their tongue against the upper side of their teeth to allow the passage of air to go down the center of the tongue instead of out the sides of the teeth. The lateral lisp sounds like a “slushy” s sound.
• Interdental List or Frontal List – An interdental lisp or frontal lisp happens when the tongue protrudes between the front teeth. This causes the s and z sound to be produced as the /th/ sound. The word ‘sleep’ is then pronounced as ‘theep’.
• Omission – Is when a sound is deleted or omitted from a word. For example, “pot” for “spot” by deleting the /s/ sound from the word.
• Addition – Is when a sound is added to a word. For example, adding the sound /p/ in “hampster” for “hamster”.

Phonological Processes

It is important to note that phonological processes refer to the patterns of speech errors observed in children that are rule-based and predictable errors. 

Instead of articulation errors of individual sounds these patterns involve a systematic simplification of more than one sound, such as:

• Fronting: Substituting a sound made in the front of the mouth for a back sound. For example, when the /k/ or /g/ back sounds are substituted for the front sounds /t/ or /d/, such as “tan” for “can” or “dough” for “go”.
• Stopping: Replacing a continuous fricative sound with a stop sound . For example, replacing /s/ or /f/ with /t/ or /p/ as in “tea” for “sea” or “pan” for “fan”. For more resources on the phonological process of stopping be sure to check out our list of over 31 free stopping activities .
• Cluster Reduction: This is when a consonant cluster, which is 2 or 3 consonants occurring in a sequence in a word (sp in spot) or (st in stop) is reduced to a single consonant through deletion. For example, “pider” for “spider” or “top” for “stop”.
• Final Consonants Deletion: The phonological process of final consonant deletion is when the final consonant sound is omitted or deleted. For example, the word “road” would become “row”

However, identifying and addressing these phonological processes can help improve a child’s overall speech and articulation abilities.

*Get our complete list of phonological processes here .

Therapeutic Approaches to Articulation Goals

Auditory bombardment.

Auditory bombardment is when the speech pathologist says a list of words containing the sound(s) the student is working on. This allows the child to hear the correct pronunciation of their sound or sounds. 

For example, if the student was working on the /t/ sound the therapist would read a list of words containing the /t/ sound for the child to be exposed to the correct production of that sound.

When working with young children you could also send a list of words home for different family members to read the list of words aloud to provide the child with even more auditory bombardment at home. 

Isolation Level

The Isolation level is when the specific sound is produced at just the sound level. For example, if the student is working on the /b/ sound then they would practice saying /b/.

Syllable Level

The syllable level is when the specific sound is produced at just the syllable level. For example, if the student is working on the /f/ sound then they would practice the syllable “fa-” in the word “fa-ther”.

The word level is when the specific sound is produced in single words. For example, if the student is working on the /v/ sound they would practice the words “van”, “vroom”, “vest”.

Phrase Level

The phrase level is when the specific sound is produced in a phrase. For example, if the student was working on the /k/ sound they could practice the phrase, “fast cat” or “orange cat”.

Sentence Level

The sentence level is when the specific sound is produced in a sentence. For example, if the student was working on the /p/ sound they could practice the sentence, “The pancake is fluffy.” or “The pen has black ink.”

Reading Level

The reading level is when the child is given a reading passage or short story and produces their different articulation sounds while reading.

Functional Communication

A primary goal of articulation therapy is to improve functional communication, which refers to your ability to convey thoughts and ideas effectively in various daily situations. 

Incorporating functional communication activities within your therapy sessions can boost your students’ confidence and motivation to apply their newly acquired speech skills in real-life contexts. 

Examples of functional speech tasks include role-playing, using targeted sounds in socially relevant conversations, and practicing greetings or introductions.

Language Tasks

Incorporating expressive language tasks into your articulation therapy sessions can enhance your student’s ability to target their speech sound goals. 

You may work on activities such as storytelling, sentence building, and word formations. 

Utilize age-appropriate materials and engage in conversations that are meaningful and motivating for the client. 

By doing so, you can actively practice targeted sounds while simultaneously addressing your student’s language therapy, vocabulary words, and overall communication.

Speech Therapy Goals

School setting.

In the school setting, speech and language therapists will work closely with the student’s classroom teachers, staff, and parents to support the student’s communication needs. 

In order to address the diverse requirements of students with different backgrounds and abilities, it is essential to establish clear, concise, and achievable goals.

If you are a parent it is important to collaborate with your child’s speech therapist to develop articulation goals that align with their Individualized Education Plan (IEP) or 504 Plan. 

It is also important to encourage the school staff to provide consistent support for your child, such as implementing accommodations, providing specialized instruction, or offering speech therapy sessions.

SMART Goals

Establishing clear speech therapy goals is essential for setting a roadmap for your progress in articulation therapy. 

Using the SMART goal words, described below, are helpful tools to help you get started writing IEP goals.

Goals should be SMART : 

• Specific –  The goal should name the skill or subject area as well as the targeted result. 

For example, “By the end of the quarter, given 20 words or pictures and verbal prompts, STUDENT will articulate the /vocalic r/ sound at the word level with 80% accuracy over three consecutive sessions.” 

• Measurable –  The goal is written in such a way that the student’s progress can be measured. 

For example, “By the end of the quarter, given 20 words or pictures and verbal prompts, STUDENT will articulate the /vocalic r/ sound at the word level with 80% accuracy over three consecutive sessions .” 

• 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.

For example, “By the end of the quarter, given 20 words or pictures and verbal prompts, STUDENT will articulate the /vocalic r/ sound at the word level with 80% accuracy over three consecutive sessions.”

• Relevant –  The goal is individualized to that individual student and is meaningful and realistic for that specific student.
• Time-Bound – It is important that the goal include a time frame in which the student can achieve their goal.

For example, “ By the end of the quarter , given 20 words or pictures and verbal prompts, STUDENT will articulate the /vocalic r/ sound at the word level with 80% accuracy over three consecutive sessions.”

It is helpful to break down your student’s goals into smaller objectives, focusing on particular speech sounds, and tracking progress over time. 

Sample Goal

For example, a goal could be “By the end of the quarter, given 10 words or pictures and carrier phrases, STUDENT will articulate the /s/ sound at the sentence level with 80% accuracy over three consecutive sessions.” 

As your student achieves their short-term goals, you can work towards them mastering more complex articulation tasks, such as using their targeted speech sounds in connected speech. 

Regularly reviewing your student’s goals helps to ensure their therapy sessions remain focused and tailored to their individual needs.

Selecting Sounds to Target

A goal bank is a comprehensive collection of pre-written objectives tailored to various speech and language difficulties. 

• Developmental – This is when you choose which sounds to target first based on when they are developmentally developed. 

For example, if a student’s speech sound disorder includes both the /r/ and /b/ sound you would begin with the /b/ sound first because it is developmentally developed by the age 2 or early while the /r/ sound is developed around age 6.

• Complexity – This is when you focus on the more difficult or complex phonological elements that are not yet part of a child’s communication skills yet to help encourage a cascading effect that will hopefully generalize across sounds (Gierut, 2007; Storkel, 2018).
•   Dynamic Systems – This strategy focuses on teaching and learning simple phonemes and avoiding introducing new contrasts into the child’s phonological systems to help the child acquire their target sounds (Rvachew & Bernhardt, 2010).
• Systemic – This strategy focuses on the function of the sound within the child’s phonological system to help make the biggest impact of reorganized their phonological system with the least amount of intervention. A target sound is then chosen based on it be maximally distinct from the child’s errors in place, voice, and manner (Williams, 2003b). 
• Client Specific – This is when you select the target sounds based on the relevance to the child, such as a phoneme in their name or their stimulability for certain sounds.
• Intelligibility – For this strategy it depends on the child’s errors and picking the sounds or error patterns that would have the biggest overall impact based on their intelligibilty level.

Articulation Goals

Long term goal bank.

Utilizing a goal bank allows you to easily reference and customize goals for your child’s ability and specific needs, saving time and ensuring the objectives are achievable and relevant.

For example, you may find goals targeting the production of specific sounds in the initial, medial, or final positions in words, phrases, or sentences. (see below)

Goal banks can be an invaluable resource when creating plans for early intervention, school settings, or home-based therapy, as they provide a clear framework for tracking progress and ensuring consistency in treatment.

Auditory Discrimination

Given 10 words, STUDENT will recognize the differences between the same or different words with 80% accuracy in 4 out of 5 opportunities.

Given a word broken down into isolated sounds, STUDENT will combine the isolated sounds together to form words with 80% accuracy in 4 out of 5 opportunities.

Given 20 sounds and a verbal prompt or model , STUDENT will articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sounds, STUDENT will independently articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities.  

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities.  

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will independently articulate the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities. 

Conversational Level

Given a reading passage, STUDENT will independently retell the story by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will independently answer WH questions by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a structured activity, STUDENT will independently articulate the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will independently articulate the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Substitutions

Given 20 words or pictures and a verbal prompt or model , STUDENT will decrease the substitution of the / / sound for the / / sound in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities.  

Given 20 words or pictures and a verbal prompt or model , STUDENT will decrease the substitution of the / / sound in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities.

Given 20 words or pictures, STUDENT will independently decrease the substitution of the / / sound for the / / sound in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities.  

Given 20 words or pictures, STUDENT will independently decrease the substitution of the / / sound in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities.

Distortions

Given 20 words or pictures and a verbal prompt or model , STUDENT will decrease distortions of the / / sound in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently decrease distortions of the / / sound in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will decrease omissions of the / / sound in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently decrease omissions of the / / sound in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities.

Given 20 words or pictures and a verbal prompt or model , STUDENT will decrease additions of the / / sound in words (such as,        ) at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently decrease additions of the / / sound in words (such as,        ) at the word level with 80% accuracy in 4 out of 5 opportunities.

Self-Monitoring

Given a conversational topic, STUDENT will self-monitor articulation of the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will self-monitor articulation of the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Generalization

Given a classroom discourse, STUDENT will generalize articulation of the sound(s) of / / in all positions of words at the conversational level outside of the therapy setting with 80% accuracy in 4 out of 5 opportunities.

Given a community outing, STUDENT will generalize articulation of the sound(s) of / / in all positions of words at the conversational level outside of the therapy setting with 80% accuracy in 4 out of 5 opportunities.

SEE ALSO: 75+ Receptive Language Goals (Goal Bank)

Speech Therapy Goals – Short-Term Goals Objectives

I know every district has different ways it requires their objectives to be written, but typically my district wanted us to reduce either the number required or the percentage of achievement. 

Here are a few examples to help get you started.

If we take a sample goal:  

“Given 20 words or pictures, STUDENT will independently articulate the /r/ sound in all positions of words at the sentence level with 80% accuracy over 3 out of 4 consecutive sessions.”

• Reduced Number or Trials Required: The objective might be, “ Given 10 words or pictures , STUDENT will independently articulate the /r/ sound in all positions of words at the sentence level with 80% accuracy over 3 out of 4 consecutive sessions.”
• Reduce Percentage of Accuracy: The objective might be, “Given 20 words or pictures, STUDENT will independently articulate the /r/ sound in all positions of words at the sentence level with 70% accuracy over 3 out of 4 consecutive sessions.”
• Reduce Difficulty of Task: The objective might be, “Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the /r/ sound in the initial position of words at the sentence level with 80% accuracy over 3 out of 4 consecutive sessions.”
• Reduce Number of Sessions of Accuracy: The objective might be, “Given 20 words or pictures, STUDENT will independently articulate the /r/ sound in all positions of words at the sentence level with 80% accuracy over 2 out of 4 consecutive sessions.”

(Meaning out of 4 therapy sessions in a row 2 out of the 4 or 50% of the time they met their goal in order to mark that goal mastered.) 

As the speech pathologist, you are the specialist and you know your students and child’s ability best though, so just take the goals and simplify them into achievable steps for your child’s specific articulation weaknesses.

Methods for Achieving Articulation Goals

Visual prompts.

Visual prompts or visual cues are an effective way to help you improve your student’s articulation skills. 

These prompts may include a picture cue, picture card illustrations, or diagrams that represent the target sound or word. 

You can use common objects like a mirror to help your student or client to observe their mouth movements while practicing their sounds. 

When you incorporate visual aids into your practice it can make therapy more engaging and help your students master their articulation goals faster.

Another great idea for using visual prompts is to create flashcards with images representing the target sounds . This can be a fun and interactive way for your students to practice their articulation skills. 

You can also use apps or software designed specifically for speech therapy, which often include visual prompts as part of their features. 

Remember to practice regularly and consistently for the best results.

Verbal Prompts

Verbal prompts are another essential method for achieving your articulation goals. 

These prompts may involve spoken instructions, cues, or examples that demonstrate the proper production of a sound. 

When providing your students with a verbal prompt or verbal cue, you can focus on specific aspects of the sounds, such as their placement, manner, or voicing.

For example, to effectively use verbal prompts, you can have your student or client try repeating target sounds or words after you or a recorded model. This will help your students become more familiar with the correct production of the sound. 

Additionally, try breaking down complex sounds into smaller components, focusing on perfecting each part before attempting the full sound. This step-by-step approach can be helpful in improving your students’ articulation skills.

Remember that consistent practice is crucial for progress. Incorporating both visual and verbal prompts into your routine will help your students reach their articulation goals more effectively.

SEE ALSO: 432+ Free Measurable IEP Goals and Objectives Bank

Measuring progress towards articulation goals, data collections.

In order 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)

Rating Scales

Another useful tool to gauge progress in articulation goals is by using rating scales. 

Rating scales can help you monitor the individual’s self-awareness of their speech production and provide you with qualitative data points to supplement the quantitative data collected. 

To effectively use rating scales , ensure that they are tailored to the target skills and can be easily understood by the individual. 

This will enable them to self-monitor their speech accuracy and provide feedback for improvement.

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.

Measurable Goals

Are you also looking for other speech therapy goals? If so, be sure to check out my master list of over 432 IEP goals here (including fluency goals, receptive language goals, and phonology goals just to name a few!). 

SEE ALSO: Free Articulation Games for Speech Therapy

Frequently asked questions, what are common short-term goals for articulation.

Short-term goals for articulation typically involve working on specific speech sounds that the child is struggling with. 

These goals might include mastering the production of a specific sound in isolation, improving accuracy in syllables, and increasing clarity in words and phrases. (see goal bank above)

How can articulation goals be adapted for young children aged 4 or 5?

For young children aged 4 or 5, articulation goals should be appropriate for their developmental level and learning style. 

Goals may include working on producing age-appropriate sounds, understanding and using vocabulary, or participating in simple conversational exchanges.

Therapy activities should be engaging, interactive, and use multiple modes of learning to help young children progress toward their goals.

What is a typical IEP articulation goal?

A typical Individualized Education Program (IEP) articulation goal should be specific, measurable, achievable, relevant, and time-bound (SMART). 

The goal should outline the targeted skill and the criteria for success, and it should be tailored to the individual needs of the child. 

Please see the goal bank outlined above for specific examples of functional articulation IEP goals.

Can you provide examples of SMART goals in speech therapy?

Here are two examples of SMART goals in speech therapy:

• “By the end of the six-week period, the child will accurately produce the /s/ sound in 8 out of 10 word-initial positions during structured activities.”
• “Over the next three months, the child will increase their speech intelligibility in conversation from 60% to 80% as measured by the speech-language pathologist during therapy sessions.”

These goals are specific, measurable, achievable, relevant, and time-bound, which helps track progress and adjust treatment plans as needed.

How are goals set to improve speech intelligibility?

Goals to improve speech intelligibility often focus on addressing the production of specific sounds, reducing compensatory patterns, and increasing the clarity of words and phrases. 

Speech-language pathologists typically use standardized assessments, observation, and input from caregivers and teachers to identify areas in need of improvement. 

Goals should be tailored to the child’s needs and progress, considering the developmental progression of speech skills.

What are effective strategies for carryover in articulation goals?

Here are a few great ideas of effective strategies for the carryover of articulation goals into various settings include:

• Practicing targeted speech sounds and skills in different contexts, such as home, school, and community environments.
• Collaborating with teachers, caregivers, and other professionals to teach, reinforce, and generalize learned skills.
• Incorporating functional activities and natural opportunities for practice, such as conversations, storytelling, or playtime.
• Providing regular feedback, encouragement, and reminders to facilitate the child’s use of targeted skills in daily communication.

I hope you found this list of articulation goals helpful!

Feel free to spend less time creating your own articulation goals and copy and paste the goals above.

If you’re a family member wondering if your child has an articulation disorder then be sure to reach out to a local Speech-Language Pathologist to receive more formal testing.

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DeVeney, S. L., Cabbage, K., & Mourey, T. (2020) . Target Selection Considerations for Speech Sound Disorder Intervention in Schools. Perspectives of the ASHA Special Interest Groups, 5(6), 1722–1734. 

Krueger, B. I. (2019) . Eligibility and Speech Sound Disorders: Assessment of Social Impact. Perspectives of the ASHA Special Interest Groups, 4(1), 85–90. 

McLeod, S., & Crowe, K. (2018) . Children’s Consonant Acquisition in 27 Languages: A Cross-Linguistic Review. American Journal of Speech-Language Pathology, 27(4), 1546–1571. 

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WH Questions Speech Therapy: A Comprehensive List 

WH questions are open ended questions that people ask to gain information or participate in a conversational exchange. WH questions are those questions which start with WH words and include Who, What, Where, When, Why, Which, and How. Learning how to ask and answer WH questions is an important component of language development and allows people to more effectively communicate their wants and needs, learn and understand, and engage in conversation. WH questions are a common goal in speech therapy.

If your child is having difficulty answering WH questions, it can be tricky to know where to start. However, this resource is a great place to start! Here, you will be able to learn about the different types of WH questions and developmental milestones as well as different games and activities you can practice with your child. 

Types of WH Questions

WH questions can usually be thought of as open-ended questions. That is, questions that cannot be answered with “yes” or “no” responses. There are several different types of WH questions. The 5 main types are: Who, What, Where, When, and Why. Additionally, Which and How questions are often included as well. 

Who-questions 

Who questions are questions that ask about people or characters (such as animal characters in a book). Who questions for speech therapy may be asked as recall questions about specific information such as “Who did you meet at the party?” or about personal information like “Who lives at home with you?”.

What-questions

What questions are used to ask about something. What questions (think: “what’s this?”) are usually the first questions a child will be able to answer. What questions for speech therapy are often used to ask about a specific object or action such as “What color is her dress?” or “What is he doing?”.

Where-questions

This type of question is used to ask about a specific location. This could include less specific locations like “at home” or “at school” or more specific locations such as “under the couch” or “in the fridge.” Where questions for speech therapy are usually first asked with very concrete answers, such as “Where does a cow live?” before progressing to questions where the answer is not always the same. Where questions may be harder for some children who have difficulty understanding spatial concepts, including “in, out, behind, in front, etc.”

When-questions  

When questions are questions that ask about time. Answers to When questions may be less specific such as “during the day” or “at night”, “today” or “tomorrow”, about specific days or holidays, or more specific such as “at 4:00” or “Sunday at noon”. When questions for speech therapy often start with simpler questions such as “When do you sleep?” or “When do you eat breakfast?” before moving to more difficult questions.

Why-questions 

These questions are questions that ask for a reason. Why questions for speech therapy are important because they often require inference or critical thinking instead of simple recall. That also means these questions are often harder for children with language disorders and may require more support. Some examples of Why questions are “Why did you take your shoes off?” or “Why did the girl go to the store?”.

Which-questions

Which questions are used to ask about choices. Sometimes the choices are given with the questions, but sometimes the choices are implied. For example, you may ask “Which flavor of ice cream do you want?” for an older child, but for a younger child you may follow up with 2 or 3 choices as well. 

How-questions

The final type of WH question, how questions, are used to ask about the manner, condition, or quality of something. Sometimes they may be used to ask for an explanation such as “How did you do that?” or “How did the dog find the bone?”. They may also ask for a number “How many…?” or size “How big…?”

120+ WH Questions

Below, you will find a comprehensive list of WH questions for speech therapy, separated by type. This list may be helpful for you when you are practicing WH questions in speech therapy or at home, and many of the questions can be used across multiple activities. 

• Who is the story about?
• Who wants to come with me?
• Who did you see there?
• Who do you see when you’re sick?
• Who was running?
• Who did you play with today?
• Who do you like?
• Who said that?
• Who wrote the book?
• Who takes care of sick animals?
• Who drinks from a bottle?
• Who drives a police car?
• Who goes to school?
• Who paints pictures?
• Who takes care of your teeth?
• Who lives with you at home?
• Who makes your bed?
• Who cooks your food?
• Who reads you books?

What-questions 

• What is your favorite color?
• What is your favorite animal?
• What do you like to eat?
• What did/do you hear?
• What did/do you see?
• What do cats eat?
• What do bees make?
• What swims in the ocean?
• What animal lives on a farm?
• What did you eat for breakfast/lunch/dinner?
• What did you play with today?
• What do you use to call someone?
• What color is the grass?
• What is on your shirt?
• What tells time?
• What do you sleep in?
• What do you drive?
• What do you like to drink?
• What do you wear on your feet?
• What do you want to play?

Where-questions 

• Where do you live?
• Where did the toy go?
• Where do you sleep?
• Where do you buy food?
• Where does a bird live?
• Where did you go today?
• Where do you cook food?
• Where do you wash your hands?
• Where do you go when you’re sick?
• Where does the toy go?
• Where do you go to learn?
• Where are the clouds?
• Where does ice cream go?
• Where does mommy/daddy/caregiver work?
• Where do you go to swim?
• Where do you wash clothes?
• Where do you get water?
• Where do chickens live?
• Where do you throw things away?
• Where do you see swings and slides?

When-questions

• When did you wake up?
• When do you want to leave?
• When do you eat breakfast/lunch/dinner?
• When do you go to sleep?
• When is your birthday?
• When is Halloween?
• When is Christmas?
• When do you brush your teeth?
• When do you take a bath?
• When do leaves fall from trees?
• When do you go to school?
• When does it snow?
• When do you see the stars?
• When did we go to the park?
• When is the party?
• When do you play outside?

• Why do we sleep?
• Why do you wear a coat?
• Why do you wash your hands?
• Why do you eat?
• Why do you drink?
• Why do you go to school?
• Why did you push your brother/sister?
• Why do we have pets?
• Why do we hear thunder?
• Why do we wear shoes?
• Why do we wear sunscreen?
• Why does mommy/daddy go to work?
• Why do we turn lights off at night?
• Why do we water the plants?
• Why do we use an umbrella?
• Which toy do you want?
• Which flavor do you want?
• Which color is better?
• Which one is your favorite?
• Which shirt should you wear today?
• Which book should we read?
• Which fruit is best?
• Which show should we watch?
• Which one should we get?
• Which game should we play?
• How do we wash our hands?
• How are you feeling?
• How do we get dressed?
• How do you unlock a door?
• How do you make a sandwich?
• How do you use the potty?
• How do you turn it on?
• How much do you want?
• How much did you eat?
• How do you put on your shoes?
• How many cars do you have?
• How old are you?
• How did you get hurt?
• How did you get wet?
• How do you open the marker?
• How long is it?
• How many do you have?
• How was school today?

Why are WH Questions Important for Speech Therapy

WH questions are a very important component of speech and language development. Knowing how to ask and answer WH questions allows children to:

• Communicate their wants, needs, thoughts, and ideas with others
• Ask about their environment
• Ask for clarification
• Get to know others
• Demonstrate their knowledge
• Follow directions
• Engage in turn-taking conversations
• Build grammar and vocabulary knowledge
• Work on using appropriate word order and inflection

The Reasons Kids Struggle with WH Questions

WH questions are a complex language skill. Asking and answering WH questions require children to: 

• Understand the different meanings of the WH questions words.
• Differentiate the meanings of the WH questions words.
• Formulate phrases or sentences.
• Use appropriate grammar to communicate a message.
• Possess the vocabulary necessary to ask or answer the question.
• Understand the grammar of the question.

It’s easy to see why some children struggle with WH questions. It’s way more than just one skill! WH questions integrate many different components of language development together. Children may have difficulty with just one component, or they may need help with multiple. Children with various diagnoses, such as autism, may have additional difficulty asking and answering WH questions. In speech therapy, WH questions are often addressed one type at a time and one skill at a time to make sure kids have everything they need to succeed.

WH Question Development and Milestones

As with most language skills, WH questions typically develop along a fairly predictable timeline.

If you have concerns about your child’s development of WH questions, please consult with a licensed speech-language pathologist for further screening or assessment. In the meantime, you may consider working with your child using some of the following activities and resources.

Games & Activities with WH Questions  

If you are working on WH questions with your child, as a parent or therapist, games and activities that are fun and engaging are so important! All children, regardless of age, learn best through play. 

Play Farm or House

This activity is perfect for younger children who are learning to answer WH questions. You can use a farm, house, or any other pretend play activity that your child enjoys (such as cooking, cleaning, cars, etc.). While you are playing, you first want to model the language you are targeting. For example, you could say “Now it’s time to take a bath. Look, he’s taking a bath!” or “The cow is hungry. He’s going to eat some hay.” After modeling language for a few minutes in play, you could start to ask simple questions such as “Who is eating?”, “What is the boy doing?” or “Where is he taking a bath?” It’s important to remember to 1) give the child time to respond and 2) model the correct response if they aren’t sure. Remember, play is supposed to be fun! If it just turns into work, they won’t want to keep playing.

Book Reading

Reading books with your child is great for SO many reasons. Reading encourages joint attention, increased attention span, vocabulary and grammar development, literacy awareness, and so much more! Reading can also be great work working on WH questions. For younger children, this may be as simple as asking “What’s that?” to work on basic vocabulary (but be careful not to do this too much), or working on action words like “Who is eating?” or “What is the cat doing?”.

Reading is also great for older children as well. You can ask basic comprehension questions such as “Who rode the bus to school?” or “Why did Jackson stay home?” either during reading or after the book is finished. 

Coloring, or other art activities, is such an engaging activity for all children! It’s also a great way to work on WH questions. You can ask things like “What are you drawing?” or “Which color would you like?”. You can also ask the child “What should I draw next?” or “Where does this animal live?” while you color alongside them.

This game may require a little more work ahead of time, but it is great for preschoolers through school age children. For this game, you’ll need to make a bingo card, but instead of numbers you’ll put pictures that answer various WH questions. For example, if one picture is of a cow you could ask “What animal makes milk?” or for a picture of a refrigerator you could ask “Where does food go to keep it cold?”. Then, the game is played like regular Bingo and can be practiced time and time again.

Word Scrambles

Word scrambles are excellent for children who are in middle to late elementary school and who are having difficulty with the grammar and content of asking WH questions. Word scrambles are sentences or questions that are presented with the words all out of order, and the child’s job is to put it back together correctly. It’s almost like a puzzle. For example, for the question “Where is Jenny going tomorrow?” the child may be given the words in the order /Jenny/going/is/tomorrow/where. This game is often easier if the words are written on post-its or note cards so they can be physically moved around. You may even find that the words can be arranged in more than one way to change the meaning, such as “Jenny is going WHERE tomorrow?”.

Question Sorting

This activity is great for helping children learn the different types of WH words and what they mean. For this game, you’d want to have several types of WH questions written on cards or paper, and bowls or containers to place them in. After reading the question, the child will decide whether the answer should be a person, place, time, reason, or other information, and place the question in the corresponding bowl. For bonus points, they can also work on answering the question.

Using Forbrain to Upgrade Speech Therapy Practice

Forbrain is an auditory stimulation headset that allows your voice to reach your brain 10x faster due to bone conduction. It also has a filter which highlights the high frequencies and attenuates the low frequency, making your voice more vibrant.

Forbrain is an excellent choice for working on WH questions in speech therapy because it allows immediate feedback of the WH question asked (whether the WH word used was correct), grammatical structures, or the response given to a question. This immediate feedback will help children learn to self-monitor, and can help them to correct their questions or responses without additional prompting. Forbrain can lead to improved progress on learning to ask and answer WH questions. For more information regarding Forbrain’s use in speech therapy, see this ASHA article.

Final Words

WH questions are a complex skill that bring many different aspects of language development together. There are several reasons that children may struggle to ask or answer WH questions. If you have any concerns about your child’s ability to ask or answer WH questions, please consult with a licensed speech-language pathologist for further evaluation. If you are waiting for an evaluation or your child is already receiving therapy, some of the resources, games, and activities mentioned in this article may be helpful for you as you work with your child at home.

Lanza, J. R., & Flahive, L. K. (2008). Guide to communication milestones: Concepts, feeding, morphology, literacy, mean length of utterance, phonological awareness, pragmatics, pronouns, questions, speech sound acquisition, vocabulary . LinguiSystems.

Natalie Fitzgerald

More Activities

Conversation Therapy

Engage in real-life discussions with pictures & questions that get people talking to practice communication strategies.

Buy Now Try for Free

Available for iOS & Android

Download on Apple App Store Get it on Google Play

Build confidence in communication using the art of conversation!

So much of speech therapy focuses on communicating basic needs or functional vocabulary, but people really want to talk about their thoughts & feelings and share their experiences & ideas with others. So why not use conversation to help them do just that?

If your clients or a loved one have difficulty expressing themselves clearly, Conversation Therapy can help. Giving you plenty of engaging topics and questions to discuss, you can work on communication strategies in structured conversations you’ll both enjoy.

Conversation Therapy can be used to improve:

Answer thought-provoking questions about topics of interest using gestures, writing, drawing, words, sentences, devices, smooth or clear speech, organized thoughts, or socially-appropriate language. The goals and strategies are yours to decide once you get the conversation going.

See how much more motivating therapy becomes when you spark curiosity and reveal intelligence by talking about the things that matter most .

See Conversation Therapy  In Action

Useful at Home, Essential at Work

Do you know your loved one so well you don’t even need to talk?

• This app gives you new things to talk about so you can practice together
• Discover what fun & meaningful discussions can feel like again
• Train in your role as a listener and a partner – conversation takes two!

Try for Free

Do you ever struggle to think of things to talk about in therapy?

• Get your clients talking, then shape their speech with your treatment
• Mature topics don’t talk down to adults and older kids
• You’ll have thought-provoking stimuli at the ready for any goal

Here’s What People are Saying about Conversation Therapy

A wealth of materials inside.

A useful tool for any client working on oral or written expression, motor speech, pragmatics, or higher-order verbal reasoning. The stimulus materials are fantastic. It really is hard to overstate just how rich, dense, and engaging the content can be. If you have any need for some new tricks to get your clientele talking —and you do— Conversation Therapy is worth your while!

Will Farnham, SLP Farnham Speech

One of the most thorough therapy apps yet!

The pictures are awesome. The topics are relevant. If you really want someone to talk, this app will provide you with detailed scenarios with lots of questions. This is the app that is going to pave the way for converting speech therapists to the digital age. Out with the old, outdated pictures and in with the new, relevant, and interactive app!

Ryan Knoblauch, SLP The Speech Knob

This is a must have for all SLPs!!!!!

One of my favorite apps for therapy, I use it in the nursing home and with home health patients. It has age-appropriate conversation starters and questions applicable to most patients. It makes it easier to facilitate conversation in therapy in place of generating your own conversations. And I don’t need to be connected to the internet to use the app!  

SNF SLP 5-Star App Store Review

I absolutely love Conversation Therapy! 

I’m an SLP and have been looking for different apps to target a variety of skills including those related to motor speech, comprehension, expression and verbal problem solving.  This app fits the bill on all of those skills and much more.  I highly recommend it to other clinicians.  The pictures are top quality, the app is intuitive and easy to navigate and extremely thorough. 

Jessica Danley, SLP Ozark Speech Pathologist

Top 5 apps for Autism in High School

Conversation Therapy moves beyond predictable scripted responses. Perfect for use in a social skills group or with a peer buddy. Kids will enjoy the freedom to express themselves with their own words. The chance to try new ways of thinking and conversing in a controlled setting will build confidence to take a more active role in real world discussions. 

Jill Goodman AppoLearning

A new favorite in my SLP bag of tricks

I am very impressed with its design, power, and the possibilities it inspires. I tried to identify weaknesses, but I couldn’t find any! Every detail was there: reporting, customization of content, individual/group flexibility. I especially love the groups feature and have been inspired to provide a new service in my private practice! The price tag is a bargain.

Cyndee Bowen, SLP Bowen Speech 

Fabulous for developing and practicing conversational skills!

Unlike other apps that work on receptive skills, this app truly targets expressive ability. Engaging photos and prompts allow the learner to explore a variety of conversational skills. I use this app with my students with autism to encourage them to go beyond requesting so they can learn how to describe, answer questions, and comment. 

SLP 5-Star App Store Review

I find myself using this app more and more

My patients find the topics and photos very engaging, practical, and interesting. The questions provide opportunities to work on a variety of language skills ranging from single word responses to conversational exchanges, and even sentence-level writing. It provides a nice extension to the Naming Therapy app as patients move to more complex constructions. 

Great app for lots of speech goals

I love Conversation Therapy! The way it’s designed really lets you accomplish many goals. I’ve used it as conversation starters, but the variety of prompts provided really gives you many options. Also the pictures and prompts are targeted to adults, helping to preserve dignity in the therapy process by not forcing them to use things that are too childish. 

SLP Student 5-Star App Store Review

One of the finest Tactus apps ever!

Heavy on features and flexible with all its customization options, one need not hesitate in using it with any client. It does its job and it does it so well. You will use Conversation Therapy over and over and over again. We ended up using Conversation Therapy with all of our school-age kids as well as with our adult clients with stuttering, aphasia, dementia, and verbal apraxia.

Carla Cuadro, SLP iSPeakApp

Just what we’ve been asking for!

Conversation Therapy is a high-quality app that focuses on pragmatic and problem-solving skills for students’ ages nine and up. Conversation Therapy is AWESOME! It will be used regularly in my program, as it is so versatile and appealing to the older students. It is extremely easy to use and uses real photographs so it doesn’t appear childish. Fantastic!!

Jean Hendrickson, SLP AppAbled

What You’ll Get in Conversation Therapy

Thousands of questions  on hundreds of topics that engage people in conversation

Run groups  of up to 4 people at a time with separate scoring

Individual  sessions start quickly with 1-on-1

Easier questions  are on the left: Describe, Define, Remember, Decide, & Feel

Harder questions  are on the right: Infer, Predict, Narrate, Evaluate, & Brainstorm

Adjust  the app with 10 different languages, content filtered by age group, and scoring sounds

11 Categories  cover the most frequently-discussed areas of life – including useful “ Safety & Problems ” for cognitive rehab

Remove  any topic you don’t want to appear or move it to a different age filter

Hide  any question’s text by tapping the button again, or hear it read aloud by touching the speaker button

Add names  to run group sessions

Personalize  which questions each person sees

Professional reports  for you to e-mail, print, or save

All the Tactus Therapy apps are designed by a certified speech-language pathologist and are based on research and clinical best practices. Learn more about the  evidence behind this app.

Try Before You Buy

Conversation Therapy Lite

Download  Conversation Therapy Lite  for free on your iOS or Android device for a sample of the full version. The Lite version allows you to try both single and group play with a limited number of topics.

Power User Tips

Get the most out of Conversation Therapy. Browse these tips from the speech-language pathologist who developed this app, or  request  a free PDF user guide containing these tips be sent directly to your inbox!

Pick a target behavior for the user, then score how well they do it, rather than the content of the answer.

Scoring Options

No matter the goal, you can mark any user’s response as correct (green), approximate/cued (yellow), or incorrect (red). Score the target behavior – not necessarily the answer. The scoring sounds can be turned off or minimized.

Group Scoring

Activating the tab for each user shows only the questions selected for that person. But you can score any member of the group at any time. This lets all people feel their answers have been heard and recorded.

Hide the Question

Touch any question button to reveal the question, then touch it again to hide the question and show the question type. This lets you make up your own question.

Deselect all question types on the  Settings tab or for each user to see only the pictures without any question prompts, with scoring still available.

Filter the Content

Select All Ages or Teen + in the Settings to filter out more adult-themed content. Touch Customize to turn certain topics off or change the minimum age level.

Don’t Forget to Download Your FREE USER GUIDE

Get the most out of this app when you have all the power user tips & step-by-step instructions . Fill out the form so we can send your free PDF user guide straight to your inbox!

In addition to receiving your free download, you will also be added to our mailing list. You can unsubscribe at any time. Please make sure you read our Privacy Policy and Terms & Conditions .

Start using this app or save with a bundle

Engage in real-life discussions with pictures & questions that get people talking to practice communication strategies.

Tactus Aphasia Elements

Round out your aphasia toolbox with 4 of our specialty therapy apps together at an amazing price with this iOS app bundle.

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Apraxia Therapy

Category Therapy

Number Therapy

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Ayisha Amatullah

• December 18, 2023

101 Solution-Focused Questions for Therapy and Coaching

Solution-focused therapy and coaching use carefully crafted questions to promote self-reflection, awareness, and change.

This guide contains 101 unique questions that inspire clarity and action across various areas, such as personal growth, relationships, career planning, and mental health.

These questions empower individuals to find their own solutions and chart their unique paths toward fulfillment.

In This Post

• 1 Problem-Free Talk Question
• 2 Strength-Based Questions
• 3 Positive Reinforcement Questions
• 4 Future Perfect Questions
• 5 Miracle Questions
• 6 Scaling Questions
• 7 Scaling Follow-Up Questions
• 8 Counter Finding Questions
• 9 Exception Questions
• 10 Coping Questions
• 11 Reframing Questions
• 12 Externalization Questions
• 13 Goal Setting and Action Planning Questions
• 14 EARS Questions
• 15 EARS Questions for Follow-Up Sessions
• 16 Solution-Focused Questions for Conflict Resolution
• 17 Solutions-Focused Questions for Managers to Use with Employees
• 18 Health-Focused Questions
• 19 Solution-Focused Questions for Children
• 20 Solution-Focused Questions for Couples
• 21 Solution-Focused Questions for Families
• 22 Passion Discovery Questions
• 23 Trauma-Informed Questions
• 24 Crisis Situation Questions
• 25 Solution-Focused Cognitive Restructuring Questions
• 26 Solution-Focused Questions for Stress Management
• 27 Take Home Message

Problem-Free Talk Question

These questions shift focus from problems to strengths and identify solutions in a client’s life.

• What are some things you enjoy doing in your spare time?
• Can you share a recent event that made you happy?
• What is one aspect of your life where you’re feeling content?

Strength-Based Questions

Strength-based questions empower individuals to achieve their goals by uncovering personal strengths and resources.

• What skills or abilities are you most proud of?
• Can you tell me about a time when you used your strengths to overcome a challenge?
• What is something positive others say about you?

Positive Reinforcement Questions

These questions acknowledge and reinforce the client’s strengths, successes, and positive efforts.

• Can you share a recent action or behavior you’re proud of and why it made you feel good about yourself?
• What positive changes have you noticed in yourself when you engage in this behavior?
• How can we celebrate these positive behaviors to encourage more of them in the future?

Future Perfect Questions

Future Perfect Questions promote positivity, motivation, and direction by envisioning the future where goals are achieved.

• Can you describe what your ideal future looks like?
• What would that look like if everything were going perfectly in your life?
• What steps could you take to move closer to this perfect future?

Miracle Questions

The Miracle Question is a therapy technique that encourages envisioning an ideal future where problems do not exist, fostering creativity, hope, and clear goals. Suppose a miracle happens overnight, and when you wake up, your problem is solved.

• What would be the first thing you notice?
• What other changes would you notice after the miracle?
• How would your daily routine change after the miracle?

Learn more about How to Use the Miracle Question

Scaling Questions

Scaling questions help clients measure their progress by assessing their feelings, situations, or goals on a spectrum in therapy and coaching.

• On a scale of 1-10, how would you rate your current situation?
• How confident are you in your ability to reach your goals on a scale from 1-10?
• What would it take for you to move one step up on that scale?

Scaling Follow-Up Questions

After clients rate their progress, follow-up questions explore what has contributed to their current rating.

• What specific actions or changes have contributed to your current ranking?
• Can you share an example of your progress since our last session that reflects your current rating?
• What small steps could you take that might help you move up one point on the scale?

Counter Finding Questions

Counter-finding questions allow for recognizing potential solutions based on the future perfect or how previous challenges were handled.

• Can you recall a time when you faced a similar challenge and found a way to handle it effectively? What strategies did you use then?
• Are there any instances in the past where you’ve been resilient in the face of adversity? What helped you stay strong?
• What are some of the positive behaviors or habits you’ve developed that have helped you manage your current situation?

Exception Questions

Exception Questions uncover moments when the problem didn’t occur, providing insights for overcoming challenges.

• Can you think of a time when the problem was not as intense or was absent?
• What was different about that time?
• What strengths or resources helped during that time ?

Coping Questions

Coping Questions recognize resilience and develop strategies for handling difficulties.

• How have you managed to keep going despite the challenges?
• What strategies have you found helpful in dealing with your situation?
• How have you been taking care of yourself during this difficult time?

Reframing Questions

Reframing questions helps clients view their situation differently, potentially transforming barriers into opportunities.

• How can we view this problem in a different light?
• What positive aspects can we find in this situation?
• How can we turn this challenge into an opportunity?

Externalization Questions

Externalization is a therapy and coaching technique that separates clients from their issues.

• If you could give a name to your problem, what would it be?
• How would things change if the problem were outside of you instead of being a part of you?
• What would it look like to have control over the problem rather than it having control over you?

Goal Setting and Action Planning Questions

Goal Setting and Action Planning questions involve creating SMART goals and a step-by-step plan to achieve them.

• What are some concrete goals you would like to work towards?
• What steps can you take this week to move closer to your goals?
• How will you know when you’ve achieved your goal?

EARS Questions

EARS means Empathy, Ask, Reflect, and Summarize. It is used to understand, probe, mirror, and encapsulate the conversation’s key points.

• How are you feeling about your situation currently?
• What are some things you would like me to know about your experience?
• What I’m hearing is …, is that correct?
• So, to summarize, …, does that capture everything?

EARS Questions for Follow-Up Sessions

EARS is also used to track progress and changes since the previous session.

• Empathy: “I can see that you’ve been working hard since our last session. Can you tell me more about what feels different now compared to before?”
• Ask: “What changes have you noticed in your behavior, thoughts, or feelings since our last meeting?”
• Reflect: “So, you’ve mentioned that you’re feeling more confident and less anxious. That’s a significant step forward.”
• Summarize: “From what you’ve shared, it sounds like you’ve made substantial progress since our last session, particularly in the areas of confidence and anxiety management. Is that a fair summary?”

14 Solution-Focused Techniques for Therapy and Coaching

Solution-focused questions for conflict resolution.

Conflict resolution solution-focused questions facilitate dialogue, self-reflection, and problem-solving skills.

• Can you describe the conflict from your perspective? What about from the other person’s perspective?
• On a scale from 1-10, how would you rate the severity of this conflict? What factors contribute to this rating?
• What have you tried so far to resolve this conflict? What was the result?
• Can you recall a time when you resolved a similar conflict successfully? What strategies did you use then?
• How would you like this conflict to be resolved? What does the ideal outcome look like to you?
• What steps can you take to move towards your desired outcome?
• How might your relationship with the other person change once the conflict is resolved?
• Can you identify any strengths or resources you have that could be useful in resolving this conflict?

Solutions-Focused Questions for Managers to Use with Employees

These questions are designed to guide employees toward enhancing their performance and productivity.

• Can you identify an area of your work where you’d like to improve? What specific steps can you take towards this improvement?
• Can you share an instance where you felt particularly satisfied with your performance? What factors contributed to this success?
• What professional milestones would you like to achieve in the next six months?
• What specific actions can you take this week to advance toward these milestones?
• How can I assist in facilitating your progress towards these goals?
• Can you think of a piece of feedback you recently received? How has it influenced your work?
• Can you recall a challenging situation at work? What did you learn from that experience? How can you apply these learnings to future situations?

Health-Focused Questions

These questions are tailored to help clients explore their health-related concerns, promoting a healthier lifestyle and improved well-being.

• What activities or practices have you found beneficial to your health? How might you incorporate more of these into your daily routine?
• Can you recall a time when you felt at your healthiest? What were you doing differently then?
• What would it be if you could make one immediate change to improve your health?
• What short-term and long-term goals do you have for your health? How might you begin working towards these goals?
• Can you identify any resources or support systems that have been or could help improve your health?
• What strategies have you used in the past to successfully introduce a new health habit or eliminate an old one?
• How might you celebrate your health successes and milestones in a way that encourages continued progress?

Solution-Focused Questions for Children

Solution-focused questions help children express their feelings and thoughts. The following questions are designed to be easily understood by children.

• If your day was an animal, what animal would it be and why?
• Can you tell a story about a time when you felt really happy?
• If a magic wand could solve your problem, what would be different?
• Can you think of a time when you solved a big problem? What did you do?
• If you could ask any superhero for help, who would you ask and why?
• What do you like the most about yourself?
• Can you tell me about someone you look up to? What makes them special?
• What is one thing you do really well?
• Can you draw or describe how you imagine your future self? What do you see?
• If you could have any superpower to help you with your problem, what would it be, and how would you use it?
• Can you think of a time when something was hard, but you managed to do it? What was helpful for you then?
• If a friend faced the same problem, what advice would you give them? How could you apply that advice to your own situation?

Remember, while working with children, creating a safe and comfortable environment where they can express themselves freely is essential. Encouraging creative responses like drawing or storytelling can make the process more engaging for younger children.

Solution-Focused Questions for Couples

These questions foster understanding, connection, and communication within the relationship.

• Can you share a moment when you felt particularly connected as a couple? What were you doing or talking about?
• How do you show appreciation and love for each other in your daily life?
• If your relationship were a dance, what type of dance would it be and why?
• Can both of you identify a common goal or dream for the future? What can you do to work towards that goal together?
• Can you recall a time when you successfully navigated a conflict as a couple? What strategies did you use?

Solution-Focused Questions for Families

These questions aim to promote family cohesion, communication, and mutual understanding.

• Can each family member share something they appreciate about the family?
• Can you recall a time when the family worked together to solve a problem? What strategies did you use?
• If your family were a team, what would be your team name and why?
• How do you celebrate achievements or milestones as a family?
• Each family member, please share a quality that you admire in another family member.
• Remember, these questions are not meant to highlight deficits but rather to facilitate discussions about strengths and resources within the relationship or family.

Passion Discovery Questions

These questions are designed to help clients uncover their passion and interests, potentially guiding their personal and professional development.

• Can you recall a moment when you felt incredibly alive and engaged? What were you doing at that time?
• Is there an activity or task you love so much that you lose track of time when doing it?
• If you had all the resources (time, money, connections) necessary, what would you love to learn or master?
• Imagine you have a week off with no obligations whatsoever. How would you spend your time?
• Are there any topics or subjects you can’t stop reading or learning about?
• Have you ever felt a strong sense of satisfaction or accomplishment from completing a task or project? What about that task or project made you feel that way?
• What would you love to do if fears or barriers were not an issue?

Remember, the objective of these questions is not to put pressure on finding a definitive answer but to spark exploration and self-discovery.

Trauma-Informed Questions

These questions are designed to assist clients who have experienced traumatic events . They focus on resilience, coping mechanisms, and personal growth while avoiding triggers or re-traumatization.

• Can you remember a time when you felt safe and secure despite the difficult circumstances around you? What helped create that sense of safety?
• Without going into the details of the event, can you share any coping strategies or resources that have been helpful for you during difficult times?
• Do you do certain things that help you feel grounded when you start feeling overwhelmed?
• Can you think of a time when you felt empowered or regained a sense of control in your life? What contributed to that experience?
• What small steps could you take to make your environment feel safer or more comfortable?
• Can you identify any personal strengths or qualities that have helped you through difficult times in the past?
• Looking towards the future, what are some goals or dreams you have? How can you begin taking steps toward achieving them?

Remember, it is crucial to approach these questions with sensitivity and respect, ensuring the client feels safe and heard. Always be prepared to adjust or forgo certain questions if they cause discomfort.

Crisis Situation Questions

These questions are designed to assist clients in navigating crises . They focus on identifying resources, implementing coping strategies, and fostering resilience in the face of adversity.

• Can you think of a time in the past when you faced a difficult situation and came out of it? What strategies did you use then that could be applied to this situation?
• In moments of calm within the crisis, what do you notice helps to bring about that calmness?
• What are some immediate actions we could take to alleviate the most pressing issues in this crisis?
• Who are the people in your life who can support you during this crisis? What specific forms of support can they offer?
• Are there any helpful resources or tools you’ve found in past crises that you could utilize now?
• Despite the crisis, are there any positive aspects of your life that you can lean on for strength or comfort?
• Looking beyond the crisis, can you envision a future where you have successfully navigated this situation? What does that look like?

It’s essential to approach these questions with empathy and understanding. Always be ready to modify the line of questioning if it seems to result in distress or discomfort.

Solution-Focused Cognitive Restructuring Questions

These questions are tailored to assist clients undergoing cognitive therapy. They identify and challenge irrational thought patterns, foster self-awareness, and promote cognitive restructuring.

• Can you think of a recent situation where your thoughts affected your feelings? What was the thought, and how did it make you feel?
• Are there any recurring thoughts that seem to bring you down? How can we test the validity of these thoughts?
• When you experience a negative thought, are there alternative, more positive interpretations of the situation that you might be overlooking?
• Can you identify a situation where you successfully replaced a negative thought with a more constructive one? How did that make you feel?
• Could you describe a time when you broke a cycle of negative thinking? What strategies did you use for that?
• How can we use your strengths and resources to help alter unhelpful thought patterns?
• Looking forward, can you think of a situation that might trigger negative thinking, and how could you respond differently to it?

Approach these questions with compassion and understanding, creating a safe environment for clients to explore their thoughts and feelings. Modify the line of questioning if it appears to cause distress or discomfort.

Solution-Focused Questions for Stress Management

These questions are designed to assist clients dealing with stress. They aim to identify stressors, develop coping mechanisms, and foster resilience and relaxation techniques.

• Can you identify specific situations or triggers that often result in feelings of stress for you?
• How does stress manifest physically, emotionally, and cognitively for you?
• Can you recall a time when you successfully managed stress? What strategies did you use?
• What activities or practices do you find relaxing or soothing when you’re feeling stressed?
• What positive changes could you make in your daily routine to help manage stress?
• Who are the supportive people in your life that you can lean on when you’re feeling stressed?
• Looking forward, what small steps could you start taking today to better manage stress in the long term?

Take Home Message

Solution-focused questions aid in various approaches, such as cognitive therapy, stress management, and crisis management. They help identify strengths, foster resilience, challenge negative thoughts, and encourage proactive coping. Therapists must approach questions empathetically, prioritizing client comfort and mental wellbeing.

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Speech Therapy’s Role in Medication Management

May is Better Hearing and Speech Month known to us as Speech Therapy Month! Speech language pathologists, or speech therapists, work within the full range of communication to evaluate and diagnose speech, language, cognitive-communication, and swallowing disorders and treat such disorders in individuals of all ages. The SLPs within Therapy Center work in many clinical settings, including skilled nursing facilities, outpatient therapy, and home health.

What is Medication Management?

Medication management is the monitoring of medications that a patient takes to confirm that he or she is complying with a medication regimen, while also ensuring the patient is avoiding potentially dangerous drug interactions and other complications. This is especially important for those taking large numbers of medications to address chronic illnesses and multiple diseases. Taking multiple medications is known as polypharmacy, and it is particularly common among older adults, as they are more likely to need medications to manage an array of chronic conditions. (Wisegeek.org)

Given the adult population we primarily service in long-term care,  medication management  plays a significant part in the speech therapists’ treatment plan.

Medication Management and Cognitive Retraining

In many cases, our therapists treat individuals who have been recently discharged from a hospital stay. These patients often return home or to a new setting with a cluster of medications to take on a daily basis, which can be confusing for those with cognitive disorders and memory loss.  Speech therapy treatment for these types of patients is called cognitive retraining, which is a “therapeutic strategy that seeks to improve or restore a person’s cognitive skills in the areas of paying attention, remembering, organizing, reasoning and understanding, problem-solving, decision making and higher level cognitive activities.” (minddisorders.com)

BEFORE : “Mrs. F was recently referred for skilled speech therapy services at the Road Home Therapy Center after hospitalization and sustaining a fall at home.  This hospitalization resulted in noted and significant declines in her cognitive/linguistic function , reducing her safety awareness and independence with daily routine. During her skilled assessment, she stated that prior to her most recent hospitalization, she was organizing and managing her own medication independently. Following the hospitalization, new medications were administered and Mrs. F was unable to name or state the function of new medication. She also had difficulty recalling previous medication amounts and dosage.

AFTER : Medication management tasks were utilized throughout her speech therapy treatments at the Road Home Therapy Center with a focus on visual attention, visual scanning and problem solving. Our therapists worked with Mrs. F on comprehension of written instructions for reading labels and identifying medication errors. Upon reaching her goals, she was recently discharged to home at an independent level for complex home management and medication management tasks increasing her safety and returning her to her prior level of function.” – Kathryn, Speech-Language Pathologist

Tools for Medication Management

1. PROBLEM SOLVING QUESTIONS: Our SLPs use tools such as the questionnaire below in order to help with skills like cognitive reasoning and memory recall.

YES/NO Questions

• Will this medicine make you sleepy?
• Would you take this if you had a stomach ache?
• Would you take this medicine for fever?
• Would you take this medicine for heart burn?
• Have you ever taken this medicine before?
• Would this be ok to give a child?
• Does this medicine help with pain?
• If you have a runny nose, would this medication be effective?
• Do you think it is ok to mix any of these medicines with alcohol?
• Would you take this medicine for headache?
• Does this medicine help with anxiety?
• Do you need a prescription for this medicine?
• Do you store your medicine in a medicine cabinet?
• If you have already taken the maximum dose, should you take more?
• Do you have to measure this medicine?

Reasoning Questions

• How do you know how many of these to take?
• What do you drink when you take this medicine?
• Where do you keep your medicines?
• Why should you take the appropriate dose of each medicine?
• When do you take most of your medicine?
• Whose advice do you listen to regarding over the counter medication?
• Whose advice do you take when considering prescription medicines?
• Where do you find the appropriate dosing information for this medicine?
• What do you use to organize your medication for daily use?
• Why is this medication dangerous for children?
• Who goes to the pharmacy for you?
• When do you get prescription medications refilled?
• What pharmacy do you use?
• When did you last take medicine?
• What do you prefer to take for pain?

2. MEDICATION PLANNING EXERCISE

Using color coded beads helps patient to understand and organize their meds appropriately.

–Take two blue pills Monday through Sunday morning

–Take one silver pill Monday through Friday afternoon.

–Take one green diamond pill Saturday and Sunday afternoon

–Take two purple pills Monday through Friday at bedtime

–Take one pink pill Saturday and Sunday at bedtime

–Take one round green pill every Thursday

–Take two red pills Monday morning and night

3. SIMPLE INSTRUCTIONS

“In working with my patients, I’ve found that I must often use language that is easily understood instead of medical jargon. I have a patient who uses an alarm on her phone to remind her of mid-day medication she needs to take while she is working.” – Jessica, Speech-Language Pathologist 

Whether it is medication management or any other compensatory strategy used to help patients return back home successfully, Therapy Center strives for each of our patients to meet their goals and return to a level of function that enables them to live their lives to the fullest.

Follow our Blog for more Speech Therapy education and to celebrate Better Speech and Hearing Month with us!

To learn more about our services or career opportunities , we encourage you to visit our website .

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