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CentralReach Marketplace

www.centralreach.com

We build software for the developmental disabilities sector, with a focus on both research and practice. By creating and improving analysis tools, we help to advance the field and help medical and other healthcare professionals collaborate in real-time.

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What's Included

  • Early Language Domain

  • To establish early language skills for communication initiation

  • Child will visually track a light up toy

  • Child will gaze towards a sound source

  • Child will imitate gestures during familiar songs and routines

  • Child will establish eye contact to request recurrence of an activity or to request more.

  • Child will use gestures to request a desired item, activity, person.

  • Child will respond to single step rote commands (e.g., wave bye-bye)

  • Child will request help by handing an item to an adult

  • Child will reject an item by pushing it to the side.

  • Receptive Language Domain

  • To increase attention for language learning.

  • Child will establish joint attention given a verbal prompt (e.g. “look”)_____.

  • Child will maintain attention to an adult directed task for ____ minutes given faded prompts across _____ consecutive sessions.

  • To increase processing skills necessary for following directions across all settings.

  • Child will understand the command “Come”/”Come here, (name)."

  • Child will understand the command “Wait, (name).

  • Child will understand the command “Stop, (name)."

  • Child will follow one-step commands

  • Child will follow ___-step related/unrelated directions

  • Child will follow ___-step directions involving traveling a distance

  • Child will follow ___-step directions involving traveling to locations/people within his/her immediate environment.

  • Child will follow directions relating to prepositions.

  • Child will follow conditional directions (i.e., if/then).

  • Child will follow written ___-step directions.

  • Child will follow complex directions containing ___ subordinating conjunctions.

    Examples of subordinating conjunctions: (e.g. after although as as far as as if as long as as soon as as though because before even if even though every time if in order that since so so that than tho...

  • Child will follow complex directions involving traveling distances.

  • Child will follow complex directions containing subordinating conjunctions, involving traveling a distance.

  • To increase functional receptive vocabulary.

  • Child will identify ___ familiar objects from a field of_____.

  • Child will identify ____ familiar objects within photographs.

  • Child will match familiar items to pictures from a field of_____.

  • Child will expand his/her receptive vocabulary to include _____ novel nouns.

  • Child will expand his/her receptive vocabulary to include _____ novel verbs.

  • Child will identify associated items from a field of ______.

  • Child will identify items that do not belong from a field of______.

  • Child will sort and classify objects by the attribute that is/are the same or not the same.

  • Child will identify the category of specific objects and determine why they belong to a category.

  • Child will identify items/actions associated with familiar community workers from a field of____.

  • Child will identify ____ familiar community/home based settings.

  • Child will identify ____ items that belong in familiar community/home based settings.

  • Child will identify___ actions that occur in familiar community/home based settings.

  • Child will demonstrate comprehension of synonyms/antonyms.

  • Child will demonstrate comprehension of homonyms.

  • Child will demonstrate comprehension of multiple meaning words.

  • Child will use context clues in a story to identify the meaning of novel words.

  • Child will use structural analysis to determine the meaning of unfamiliar words.

  • Child will use a combination of context clues, structural analysis, and semantic mapping to determine the meaning of target vocabulary.

  • Child will identify the logical relationship in analogies.

  • Child will identify the meaning of multiple meaning words.

  • Child will demonstrate comprehension of vocabulary of mathematical operations

    Examples include addition. subtraction multiplication division equals.

  • Child will use vocabulary related to shapes

    Examples include square. circle triangle. rectangle parallelogram trapezoid polygon. angles sides

  • Child will use vocabulary of measurement

    Examples include length weight capacity area perimeter metric terms

  • Child will use vocabulary related to money concepts

    Examples include dollars change quarters nickels dimes pennies

  • To increase comprehension of basic and/or higher level language concepts.

  • Child will sort familiar items according to category.

  • Child will identify the category when provided items that belong to it.

  • Child will identify items by attribute ( e.g., size, color, shape)

  • Child will identify associated items from a field of ______.

  • Child will demonstrate comprehension of negation.

  • Child will demonstrate comprehension of exclusion by identifying items that do not belong from a field of______.

  • Child will demonstrate comprehension of the terms first/next/last.

  • Child will demonstrate comprehension of_____ temporal concepts.

  • Child will demonstrate comprehension of _____ quantitative concepts.

  • Child will demonstrate comprehension of comparative terms (e.g. same/different, bigger/smaller,etc)

  • Child will demonstrate comprehension of superlative terms (e.g. biggest/smallest, longest/shortest, etc)

  • To demonstrate comprehension of “wh” questions.

  • Child will identify the correct response simple who, what, and where questions.

  • Child will identify the correct response to simple why and when questions.

  • Child will identify the correct response to varied “wh” questions related to ____ sentence stories/grade level stories.

  • To increase sequencing skills.

  • Child will demonstrate comprehension of the terms first/next/last.

  • Child will sequence _____ - step familiar routines.

  • Child will sequence ______ - step sequences related to novel routines

  • Child will sequence ____ events related to a familiar story using pictures.

  • Child will sequence _____ events related to a novel story using pictures.

  • To increase abstract thinking and language learning skills (Inference, Prediction, Problem Solving)

  • Child will demonstrate comprehension of inferences related to the condition of ________ for ____ # of situations.

    Conditions include what where when what doing why how

  • Child will infer who, what, where, when, why, or how related to picture scenes.

  • Child will infer who, what, where, when, why, or how related to _____ sentence/grade level stories.

  • Child will identify emotion of a character when shown a picture scene.

  • Child will infer emotion of a character based on a ___ sentence story/grade level passage.

  • Child will predict “what might happen next” when shown pictures or when read a ____ sentence story/grade level passage.

  • Child will identify “what might have happened before" when shown pictures or when read a ____ sentence story/grade level passage.

  • Child will identify the problem and/or solution within picture scenes and/or _____ sentence stories/grade level passages.

  • To increase comprehension of grammatical markers for language comprehension (syntax).

  • Child will demonstrate comprehension of ______ pronouns.

  • Child will differentiate between gender for the possessive third person personal singular pronouns "his/hers"

  • Child will differentiate between singular (mine/yours/his/hers) and plural (ours/yours/theirs) possessive personal pronouns.

  • Child will differentiate the gender for the reflexive third person personal singular pronouns "himself/herself."

  • Child will differentiate between singular (myself/yourself/himself/herself) and plural (ourselves/yourselves/themselves) reflexive personal pronouns.

  • Child will demonstrate comprehension of singular and regular plural noun forms.

  • Child will demonstrate comprehension of regular and irregular plural nouns.

  • Child will demonstrate comprehension of regular and irregular past tense verbs. will understand sentences containing contrasting gender specific pronouns

    Examples: She is combing his hair. ; He is tying her shoes.

  • Child will understand complex sentences containing ___ subordinating conjunctions.

  • Child will understand compound sentences containing ___ coordinating conjunctions.

  • To increase story comprehension for narrative learning.

  • Child will identify the main idea of picture scenes and/or grade level reading passages.

  • Child will identify supporting details related to a ___ sentence story/ grade level passage from a field of _____ picture cues/written choices.

  • Child will answer “wh” questions related to____ sentence stories/grade level passages.

  • Child will identify the cause and effect related to ____ sentence stories/grade level passages.

  • Child will answer higher order and abstract thinking questions based on grade level texts

  • Child will analyze the information and ideas presented verbally or in written text to make predictions, inferences, and infer cause and effect relationships and will support his responses with one piece of evidence from the text

  • Child will utilize critical thinking strategies to draw conclusions and make inferences based on given information in passages or short stories read and/or heard and previously gained information

  • Child will utilize learned strategies of identifying key details, highlighting key details, using graphic organizers, and summarizing orally presented information to answer various open-ended questions.

  • To increase comprehension and interpretation of figurative language.

  • Child will identify the meaning of grade level idioms.

  • Child will translate literal meaning into figurative language or figurative language into literal meaning.

  • Child will analyze absurd sentences and determine why the sentence is absurd and how it can be corrected.

  • Articulation/Phonology Domain

  • To increase intelligibility (articulation / phonology)

  • Child will discriminate between correct and incorrect production of target sounds as produced by clinician.

  • Child will identify correct and incorrect production of target sounds within him/herself when provided with auditory feedback (i.e., recordings)

  • Child will produce target sounds in isolation

  • Child will produce target sounds in the initial position of at the word, phrase and sentence level.

  • Child will produce target sounds in the medial position of at the word, phrase and sentence level

  • Child will produce target sounds in the final position of at the word, phrase and sentence level.

  • Child will produce target sounds in all word positions within spontaneous conversations.

  • Child will demonstrate generalization on mastered target sounds in spontaneous speech across all contexts.

  • Child will identify the number of syllables within multisyllabic words.

  • Child will discriminate between minimal pairs within structured tasks.

  • Child will decrease the process of ________ at the word level given faded prompts.

    Example processes: backing fronting gliding stopping reduplication cluster reduction final consonant deletion initial consonant deletion weak syllable deletion weak syllable deletion final consonant d...

  • Child will decrease the process of _______ at the phrase level given faded prompts.

    Example processes: backing fronting gliding stopping reduplication cluster reduction final consonant deletion initial consonant deletion weak syllable deletion weak syllable deletion final consonant d...

  • Child will decrease the process of _______ at the sentence level independently.

    Example processes: backing fronting gliding stopping reduplication cluster reduction final consonant deletion initial consonant deletion weak syllable deletion weak syllable deletion final consonant d...

  • Child will produce front/back/fricative/ affricate/voiced/voiceless sounds across all contexts.

  • Phonemic Awareness Domain

  • To increase phonemic awareness skills

  • Child will identify rhyming words during structured tasks.

  • Child will generate rhyming words during structured tasks.

  • Child will identify initial, medial, and final phonemes within high frequency, grade level vocabulary words.

  • Child will blend isolated phonemes to create target words .

  • Child will demonstrate comprehension of sound letter correspondence for all letters of the alphabet.

  • Child will identify the number of syllables within multisyllabic words.

  • Child will substitute, add, and/or delete phonemes to words to generate new target words.

  • Child will learn literacy-related vocabulary in various structured activities.

    Examples include: rhyme syllables base/root words prefixes suffixes compound words silent letters

  • AAC Domain

  • To demonstrate effective operation and navigation of Speech Generating Device.

  • Child will demonstrate interest in AAC device by exploring cells and pages independently.

  • Child will demonstrate early navigation skills by following the commands, “go back” , “next page”, “ press home”.

  • Child will transport the aid/device when transitioning between activities or locations

  • Child will use word prediction effectively

  • Child will turn device on and off

  • Child will get the aid/device when needed

  • Child will charge device at the end of the day

  • Child will use AAC device to repair communicative breakdowns

  • Child will ask for help when device does not work

  • Child will adjust volume of device based on context

  • Child will. adjust rate of speech depending upon context

  • Child will change voice depending upon listener and/or context

  • Child will select or activate the desired message with fewer than _____ miss-hits

  • Child will self-correct miss-hit OR Self-correct errors in targeting a message

  • Child will navigate between main page and at least one other page

  • Child will navigate between multiple pages

  • Child ill use function keys/buttons (e.g., speak all, clear) appropriately

  • Picture Exchange Communication Domain

  • To demonstrate basic communication skills through a Picture Exchange System.

  • Child will request an item from a field of one by handing the symbol/picture to an adult.

  • Child will request an item by traveling to an adult and/or PECS book and exchanging a picture, with one picture on the cover of the PECS book.

  • Child will request an item by discriminating between a preferred picture and a distractor picture.

  • Child will request an item by discriminating between two pictures of preferred items.

  • Child will request an item by discriminating between ___ pictures of preferred items.

  • Child will request an item by traveling to an adult and/or PECS book and exchanging a picture, with an array of pictures in the PECS book.

  • Child will create sentences using sentence strips and pictures symbols in order to request and/or comment.

  • Child will answer simple “wh” questions by using pictures symbols.

  • To increase functional communication via Speech Generating Device.

  • Child will use core vocabulary words meaningfully on his speech generating device at least twice per activity

  • Child will use a speech generating device for 3 different functions per activity

    Examples: request repetition comment label request an item refuse request assistance greet ask a question request clarification etc.

  • Feeding Domain

  • To increase per oral food intake.

  • Child will increase per oral food intake to _____

  • To increase variety of food intake.

  • Child will increase variety of food intake to ______.

  • To demonstrate socially appropriate meal time behavior.

  • Child will discriminate between edible and non-edible items.

  • Child will tolerate oral stimulation in preparation for feeding.

  • Child will tolerate a variety of textures, colors, temperatures, and flavors.

  • Child will expand his food repertoire to include _____ novel foods/textures

  • Child will increase his/her food texture from ____ to _____.

  • Child will maintain jaw stability while using lips to drink from an open cup

  • Child will demonstrate appropriate sucking patterns while using his lips to drink from a straw

  • Child will take appropriate amounts of food into mouth.

  • Child will maintain lip closure around utensil.

  • Child will bite target food using front teeth.

  • Child will chew food with molars.

  • Child will masticate food using appropriate rotary movements of the jaw.

  • Child will use tongue to transfer food laterally within the oral cavity.

  • Child will maintain an oral seal during mastication

  • Child will take ___ consecutive sucks of a ____ liquid, using a short/long straw with a small/ large diameter.

  • Child will demonstrate appropriate social behavior during meal time.

  • Oral Motor Domain

  • To increase awareness of oral motor mechanism

  • Child will increase awareness of oral motor mechanism

  • To increase strength/mobility of oral motor musculature

  • Child will demonstrate a closed mouth posture during rest.

  • Child will differentiate the lips, jaw, and tongue through movement exercises.

  • Child will access and regulate tongue tension through resistance.

  • Child will access and regulate tongue tension through tightening.

  • Child will move tongue laterally.

  • Child will elevate tongue.

  • Child will maintain an oral seal while holding air in cheeks.

  • Child will blow bubbles for ___seconds

  • Child will bite ___ times on ____ side using molars.

  • Expressive Language Domain

  • To increase communication of initiation and requesting

  • Child will request preferred items by making a choice between between ____ items.

  • Child will use a gesture (i.e., point) to request a preferred item.

  • Child will combine two gestures (i.e, hand to chest and point) to request a preferred item.

  • Child will combine a vocalization and a gesture to make a request.

  • Child will use ___word utterances to request desired items/activities, using verbal approximation and/or AAC.

  • Child will use a phrase (e.g., “I want”/ “Can I have”) + label, to request desired items/activities, using verbal approximation and/or AAC

  • Child will combine phrase (e.g., “Can I have”), adjective, and label, to request desired items/activities.

  • To expand expressive vocabulary skills

  • Child will label____ items within his/her environment

  • Child will name ____ items within ____ categories.

  • Child will label ____ body parts.

  • Child will label ____ emotions.

  • Child will label the category given items that belong in that category.

  • Child will label familiar people within pictures and/or his/her environment.

  • Child will label community workers within pictures and/or his/her environment.

  • Child will label ____ familiar and/or novel places/ community based settings.

  • Child will label ___items related to familiar and/or novel places/ community based settings.

  • Child will label___ items given their function.

  • Child will use context clues to define novel words within sentences.

  • Child will determine the meaning of unfamiliar words by utilizing structural analysis (roots, prefixes and suffixes).

  • Child will use a synonyms to replace words within sentences.

  • Child will state the definitions of multiple meaning words.

  • Child will use vocabulary of mathematical operations.

    Examples include addition. subtraction multiplication division. equals.

  • Child will use vocabulary related to money concepts

    Examples include dollars change quarters nickels dimes pennies etc.

  • Child will use graphic organizers and semantic webs to determine word meaning.

  • Child will name synonyms/antonyms given a target word.

  • To increase responding to and asking questions

  • Child will respond to yes/no questions by ______.

  • Child will verbally respond to yes/no questions.

  • Child will respond to single “wh” questions related to objects/people within his/her environment.

  • Child will respond to varied “wh” questions related to an object/person within his/her environment.

    Examples: Who is it? teacher .; Where is she? in the classroom ; What is she doing? writing

  • Child will respond to different ____ questions related to a single item/setting/ person .

    Examples: what is it? scissors ; What do you cut with? scissors ; What school supply is sharp? scissors

  • Child will respond to higher level “wh” questions related to familiar routines.

  • Child will respond to higher level “wh” questions related to novel stories/ picture scenes.

  • Chlld will ask “wh” questions during a routine/familiar activity.

  • Child will ask “wh” questions to a peer.

  • Child will ask a “where” question to an adult in the community to request directions.

  • Child will ask ____ questions to peers/adults.

  • Child will ask relevant questions related during conversation.

  • To increase expression of basic and/or higher level language concepts

  • Child will use ____ adjectives to describe pictures and/or items/actions within his/her environment.

  • Child will state similarities/differences between object pairs.

  • Child will state object functions.

  • Child will name items when provided with their functions.

  • Child will name items associated with given items.

  • Child will state actions related to familiar community workers.

  • Child will state how two items are associated.

  • Child will use temporal concepts to describe time.

  • Child will use prepositions to describe place.

  • Child will use quantitative terms to describe amount.

  • Child will use comparative/superlative forms.

  • Child will use ___ terms to describe items.

  • Child will label items when provided with _____ descriptors.

  • To develop syntactic/morphosyntactic skills

  • Child will use a variety of phrase/sentence constructions.

    Examples: agent action; action object; agent action object

  • Child will use subject/object/possessive pronouns.

  • Child will use present progressive verb forms.

  • Child will use regular/irregular plural noun forms.

  • Child will use prepositions.

  • Child will use articles.

  • Child will use copula verbs.

  • Child will use auxiliary verbs.

  • Child will use third person singular nouns.

  • Child will use negation.

  • Child will use past tense regular/irregular verbs.

  • Child will use future tense of verbs.

  • Child will use auxiliary+progressive sentence construction.

  • Child will use conjunctions.

  • Child will use adverbs.

  • Child will use the additive “and”.

  • Child will use sentences using contrasting gender specific pronouns

    Examples: She is helping him; He is tying her shoe.

  • To develop sequencing/narrative skills

  • Child will use sequence words (e,g., first, next, then, last, finally).

  • Child will tell the steps to a ____ step familiar routine.

  • Child will tell ___ steps to play a familiar/novel game.

  • Child will repeat __ events in sequential order related to a familiar story.

  • Child will repeat ___ events in sequential order related to a novel story.

  • Child will state the story elements (character, setting, problem, solution) related to familiar/novel stories.

  • Child will respond to varied “wh” questions related to familiar/novel routines/sequences.

  • Child will tell a narrative story using the complete elements of a story

    This includes: The initiating event explanation of character s feelings goal oriented behavior evidence of a plan planned attempts direct consequence. beginning of a resolution etc.

  • To increase utterance length.

  • Child will use single word utterances to request and/or label a target item.

  • Child will use single word utterance (e.g., stop, go, open) to narrate or request actions within his/her environment.

  • Child will produce two word phrases (e.g., give me; want+item) to request a preferred item.

  • Child will produce two word phrases (e.g., adjective+noun ) to describe target items.

  • Child will use agent +action phrase structure to describe/narrate actions in his/her environment.

  • Child will use subject+verb+object sentence structure to describe actions.

  • Pragmatic Language Domain

  • To increase eye contact.

  • Child will establish and maintain eye contact.

  • Child will establish eye-contact to gain someone’s attention.

  • To increase conversation skills.

  • Child will identify an off-topic comment/statement within written conversations and/or videos and/ personal conversations.

  • Child will generate ___ question/s and/or comment/s related to a given topic.

  • Child will maintain a conversational topic for ___ exchanges.

  • Child will initiate a conversational topic.

  • Child will terminate a conversation.

  • Child will allow appropriate pause time between interchanges.

  • Child will provide an appropriate amount of information.

  • Child will make comments, ask questions that are relevant to the topic.

  • To increase use of greetings.

  • Child will respond to a greeting from familiar adults by__________ (e.g., waving, “hi”, “hi+name”).

  • Child will respond to a greeting from familiar peers by_________(e.g., waving, “hi”, “hi+name”).

  • Child will initiate a greeting to a familiar peer/adult by ________ (e.g., waving, “hi”, “hi+name”).

  • Child will respond to/initiate a greeting to an unfamiliar person within the community.

  • To increase skills for requesting assistance.

  • Child will request clarification as needed.

  • Child will ask “wh” questions to gain information.

  • Child will tap an adult/peer on the shoulder to gain their attention.

  • Child will request an item and/or information from an adult within the community.

  • Child will indicate that he/she does not know the answer by stating “I don’t know”.

  • To increase skills for rejecting or terminating interactions or experiences.

  • Child will push an item to the side to indicate rejection.

  • Chlld will use a phrase (e.g., “No+item”) to reject a non-preferred item.

  • Child will use a phrase (e.g., “all done”) to terminate an activity.

  • To increase problem-solving verbal skills.

  • Child will state the problem and all possible solutions when presented with a scenario of social conflict.

  • To increase nonverbal communication skills.

  • Child will identify/label emotions within picture scenes and/or people.

  • Child will use socially appropriate facial expressions across all contexts.

  • Child will verbalize his/her own emotion using appropriate vocabulary.

  • Child will maintain socially accepted distance between speaker and listener while engaged in conversation.

  • Child will use an appropriate volume across all contexts.

  • Child will orient to adult/peer when requesting/initiating/ engaged in conversation.

  • Play Domain

  • To develop play skills

  • Child will demonstrate comprehension of object permanence.

  • Child will demonstrate functional use of objects by activating ____ cause- effect toys.

  • Child will demonstrate reciprocal interaction during play (e.g., peek-a-boo).

  • Child will engage in ___ turn-taking exchanges by relinquishing to the other person and then requesting a turn or taking a turn

  • Child will imitate ___ functional play actions by watch the play partner then imitating the play action.

  • Child will follow 1-2 step directions during play-based activities.

  • Child will sequence 1-3 step routines during independent play.

  • Child will comment on his/her own independent play routine.

  • Child will demonstrate parallel play skills.

  • Child will request a toy from a peer.

  • Child will initiate play with a peer.

  • Child will respond to an initiation from a peer to play a game.

  • Child will demonstrate cooperative play skills.

  • Child will expand his/her play to include ___ novel games.

  • Child will indicate when it is his/her turn while engaged in play with a peer.

  • Child will explain to an adult/a peer ___ steps relating to the rules of ___ familiar/novel games.

  • Child will display appropriate social boundaries

    Examples: keep hands to self maintain appropriate space etc.

  • Child will demonstrate symbolic/representational play skills

  • Voice Domain

  • To demonstrate an understanding of the voice and vocal mechanisms by identifying general anatomy and describing how the voice is produced.

  • Child willI identify basic anatomical features given a diagram.

  • Child will describe basic features of voice (quality, volume, pitch, nasality).

  • Child will describe how voice is produced to include phonation, resonation and respiration.

  • Child will differentiate between an appropriate voice and an inappropriate voice when given in self and others.

  • To reduce the frequency of abusive vocal behaviors.

  • Child will increase awareness of vocal abuse/misuse and facilitate awareness of appropriate vocal behavior by identifying appropriate versus inappropriate vocal quality as produced by the clinician during structured activities.

  • Child will describe/use other behaviors which can replace vocal abuse (gentle vocal onset, reduce volume, appropriate respiration).

  • Child will use appropriate vocal behaviors in structured setting for _____________ minutes.

  • Child will use appropriate vocal behaviors in class for minutes in a structured situation.

  • Child will identify frequency and situations where vocal abuse occurs.

  • Child will use appropriate vocal behaviors in structured setting at home for ____ minutes as outlined by home contract.

  • Child will use an appropriate vocal quality during phonation across all contexts of speech.

  • To use appropriate volume, nasal resonance and/or optimum pitch in conversation across two or more environments

  • Child will use appropriate diaphragmatic breathing while phonating.

  • Child will coordinate inspiration and expiration via diaphragmatic breathing.

  • Child will coordinate inspiration and phonation upon production of vowels while utilizing easy-onset techniques.

  • Child will coordinate inspiration and phonation upon production of monosyllabic words with nasals in the initial position.

  • Child will coordinate respiration and phonation upon production of nasal-initiated monosyllabic words in two word phrases.

  • Child will coordinate respiration and phonation of nasal-initiated sounds in two 2-word phrases.

  • Child will pause appropriately between two 2-word phrases to replenish breath supply.

  • Child will coordinate respiration and phonation upon production of three word phrases containing nasal and vowel initiated words while utilizing coarticulation.

  • Fluency Domain

  • To increase fluency of spontaneous speech by improving speech related attitudes and communicative confidence

  • Child will increase awareness of and reduce presence of secondary characteristics.

  • Child will evaluate speech of self and others.

  • Child will identify and count disfluencies.

  • Child will use descriptive language when discussing own speech.

  • Child will develop realistic fluency expectations

  • Child will seek emotional support.

  • Child will take ownership of and recognize his/her stuttering.

  • Child will utilize desensitization techniques (e.g., frank admissions; clarifying feelings).

  • Child will develop a situational stress hierarchy.

  • Child will stutter/stop.

  • Child will stutter/stop/repeat.

  • Child will stutter/stop/repeat/ analyze.

  • Child will stutter/stop/correct.

  • To use fluency shaping techniques to control fluency

  • Child will discriminate degrees of tension in specific muscle groups.

  • Child will demonstrate the ability to identify points of tension in the vocal tract and to relax those specific muscle groups.

  • Child will alternately tense and relax large muscle groups following demonstration and instruction.

  • Child will alternately tense and relax small muscle groups first without accompanying speech and then with tense and relaxed production upon phonation.

  • Child will use easy vocal onset.

  • Child will reduce speech rate by using appropriate pausing and phrasing

  • Child will reduce speech rate by increasing hold on vowel sounds.

  • Child will increase inflection and intonation by using rising and falling inflection within phrases/sentences/paragraphs/spontaneous speech.

  • Child will use light articulatory contacts.

  • Child will use fluent speech during low stress situations.

  • Child will use fluent speech during routine conversations (e.g., greetings) with peers.

  • Child will use fluent speech during novel conversations with peers/family/unfamiliar listeners