ARTICULATION (multiple phoneme errors):
PLAAFP:
_____ is a 2nd grade student with a speech impairment in the area of articulation. He is
able to produce the /sh/ in isolation, /r/ in words, phrases, and sentences, and /s,z/ in
words. Based on teacher report and observation, student’s articulation difficulties appear
to affect his/her spelling skills, reading accuracy, writing skills, and/or speech
intelligibility during classroom discussions. Baseline data: On Present Level of
Performance CRTs, the student produces: /sh/ words 25%; /r/ tasks eliciting short answer
responses 22% [story retelling; picture description; answering open-ended questions],
/s,z/ 33% in sentences.
GOAL:
Student will produce all targeted sounds in words, phrases, sentences, and in 2-3 sentence
responses as measured by Present Level of Performance CRTs at an 80% accuracy level.
GOAL:
Student will produce all targeted sounds in words with 90% accuracy as measured by the
word level Present Level of Performance CRTs and 80% accuracy on the sentence level
Present Level of Performance CRTs.
1
ARTICULATION (individual phoneme error):
PLAAFP:
_____ is a 4th grade student with a speech impairment in the area of articulation. He is
able to produce the /r/ in isolation and syllables. Based on teacher report and
observation, student’s articulation difficulties appear to affect his/her spelling skills,
reading accuracy, writing skills, and/or speech intelligibility during classroom
discussions. Baseline Data: On Present Level of Performance CRTs, the student
produces /r/ in words with 25% accuracy and /r/ in sentences with 2% accuracy.
GOAL:
Student will produce /r/ in words with 90% accuracy and in sentences with 75% accuracy
based on the /r/ word and sentence Present Level of Performance CRT .
2
ARTICULATION (Phonologic Processes):
PLAAFP:
_____ is a kindergarten student with a speech impairment in the area of articulation. He
is able to produce the bilabial sounds (m, b, p) in words and the strident sound /f/ in
words. CRT testing and teacher report indicate that _____ has difficulty producing the
velar sounds (k, g) and strident sounds (s, z, v, sh, ch, dj, and zh) in words as well as
difficulty producing final consonants of words and consonant clusters.
Baseline data: On Present Level of Performance CRTs, the student is able to produce
velars in words with 20% accuracy, stridency in words with 10% accuracy, final
consonants of words with 35% accuracy and consonant cluster production with 17%
accuracy.
GOAL:
Student will produce all targeted processes in words with 90% accuracy as measured by
the word level Present Level of Performance CRTs.
3
FLUENCY
PLAAF:
 _______ is a _____ grade student with a speech impairment in the area of
fluency.
 Based on CRT and observation, _____ is able to fluently produce spontaneous
single word responses with 80% accuracy and 2-3 word phrases with 55%
accuracy. Teacher reports that ____ answers yes/no questions fluently, states his
name fluently, and is occasionally able to count to 10 fluently, but appears to
stutter every time he tries to speak in phrases of more than 2 words in length when
trying to answer questions or share his thoughts with the class. This is affecting
_____’s ability to effectively participate in class discussions and shared reading
activities.
 Baseline data: Based on a 200 word language sample, _____ exhibited a total of
55 (27.5%) fluency failures (PWR, PROL, BK WDS, Int, WWR, PhR).
GOAL:
Based on a minimum of a 150 word language sample, _____ will produce
spontaneous speech with no more than 10% fluency failures.
Skills Addressed:
 Easy onset
 Continuous voicing
 Reduced rate
 Producing words in unison
 Establish fluency (words, phrases, sentences, reading, etc…)
 GILCU (gradually increase the length and complexity of utterance)
 Awareness of proper speech production (respiratory, phonatory, and articulatory
systems)
 Discriminate fluent from non-fluent speech
 Hierarchy of stuttering events
4
SEVERE FLUENCY
PLAAF:
 _______ is a 2nd grade student with a speech impairment in the area of fluency.
 _____ is able to answer yes/no questions and state name fluently, as well as
produce single words and some phrases fluently.
 Based on CRT, observation, and teacher report _____appears to stutter every time
he tries to speak in responses that are more than 3 words in length. Teacher noted
that ____ makes funny faces and twitches his nose when he stutters and
sometimes acts as if he is going to talk, but nothing comes out. Peers have begun
teasing him when he stutters. _____’s fluency difficulties are affecting his ability
to effectively participate in class discussions and reading activities.
 Baseline Data: 200 word language sample, _____ exhibited a total of 55 (27.5%)
fluency failures (PWR, PROL, BK WDS, Int, WWR, PhR) and a total of 29
(14.5%) breath stream management difficulties and avoidant behaviors (blocks,
hard attacks, facial grimaces, eye blinks, twitches, gestures, pursing lips).
On the CAT-R (A-19 scale, ACES), _____ scored 21 out of 35 points.
GOAL:
Based on a minimum of a 150 word language sample, _____ will produce
spontaneous speech with no more than 8% of a combined total of breath stream
management difficulties and avoidant behaviors.
In addition, he will decrease his score to below 12 points out of 35 on the CAT-R.
Skills Addressed:
 Relaxation techniques
 Easy onset
 Continuous voicing
 Reduced rate
 Awareness of proper speech production (respiratory, phonatory, and articulatory
systems)
 Producing words in unison
 Establish fluency (words, phrases, sentences, reading, etc…)
 GILCU (gradually increase the length and complexity of utterance)
 Discriminating fluent from non-fluent speech
 Hierarchy of stuttering events
 Reducing negative attitudes and emotions toward self
 Stuttering modifications (strategies used to stutter more easily)
5
PRAGMATICS
PLAAFP:
_____is a kindergarten/first grade student with a speech impairment in the area of
pragmatics. He is able to state characters of a story and generate simple questions. Based
on teacher report and CRT data, _____demonstrates difficulties with generating cohesive
organized thoughts to retell stories in sequential order. This causes him to have problems
in shared reading activities and classroom discussions. Baseline data: When shown a
picture and asked to retell a story, _____ is able to name the character and restate 2 out of
the 5 events in order.
GOAL:
When provided with a stimulus picture scene and asked to retell a story, _____ will
restate the story meeting the following criteria: produce an introductory sentence;
include the character(s) and setting; restate all events in order and create a conclusion by
the end of the IEP cycle.
Skills Addressed:
 Sequencing
 Story elements
 Grammatical sentences
 Summarizing
 Clarifying
.
6
PRAGMATICS
PLAAFP:
_____is a 2nd/3rd/4th grade student with a speech impairment in the area of pragmatics.
He names characters of stories and uses introductory sentences to begin stories. Based
on teacher report and CRT data, _____demonstrates difficulties in being able to generate
cohesive organized thoughts to retell stories in sequential order. This causes him to have
problems with reading summarizations, writing stories and effectively participating in
classroom discussions. Baseline data: When provided a picture stimulus and asked to
retell a story, _____ is able to state an introductory sentence; name the character(s) and
restate 3 out of 5 critical events.
GOAL:
When provided with a picture scene and asked to retell a story, ______ will retell the
story meeting the following criteria: Produce an introductory sentence; state character(s)
and setting; restate the critical elements of the story in order, include the problem and
solution; use referents; and appropriately conclude the story by the end of the IEP cycle.
Skills Addressed:
 Sequencing
 Story elements
 Grammatical sentences
 Summarizing
 Clarifying
 Pronouns/referents
7
PRAGMATICS
PLAAFP:
_____ is a 1st grader, who demonstrates a speech impairment in the area of pragmatics.
He responds to greetings and occasionally, appropriately protests. Testing and
observations reveal that he rarely acknowledges or communicates with his peers, rarely
uses eye contact when communicating, has difficulty shifting topics, often perseverates
on the topic of trains and does not participate in group discussions. He also does not
usually initiate communication and does not adjust his speech to meet the needs of his
listeners. He received a standard score of 63 on the pragmatic judgment subtest of the
CASL. This impacts his ability to build and maintain friendships, establish other
relationships and it hinders his ability to demonstrate his acquisition of knowledge and
skills. _____ answers questions when asked, though his answers are sometimes totally
unrelated to the question. Baseline data: During a 30 minute small group session of 4
students, _____ demonstrated appropriate eye contact once and topic maintenance once.
He needed five verbal prompts to continue to engage or attend to group discussion.
GOALS:
During a 30 minute small group session with a maximum of 4 students, _____ will
demonstrate a combination of at least four different of the following behaviors, a
minimum of 5 times in one 30 minute session with no prompts: [Appropriate Eye
contact, Turn-taking, Initiating conversation, Topic maintenance, Appropriate Topic
shifting, Requesting, Commenting, Protesting, Questioning, and acknowledgement] by
the end of the IEP cycle.
Skills Addressed:
 Appropriate Eye contact
 Turn-taking
 Initiating conversation
 Topic maintenance
 Appropriate Topic shifting
 Requesting
 Commenting
 Protesting
 Questioning
 acknowledgement
8
PRAGMATICS/SYNTAX:
PLAAF:




Student is a kindergarten student with a speech impairment in the area of
pragmatics
Student is able to use present progressive verbs and answer simple questions.
As reported in teacher and parent questionnaires, student struggles to remain
on topic and retell a remote event clearly upon request which reduces his
effectiveness during classroom discussions.
Baseline Data: An analysis of spontaneous speech revealed the following: offtopic responses; difficulty sequencing events; and weaknesses with
grammatical accuracy.
GOAL:
By the end of the IEP cycle, the student will discuss areas of interests by producing 35 target sentences on 4 out of 5 spontaneous speech samples meeting the following
criteria: functionally complete, sequential, informative, maintain topic, and easily
understood by listener.
Skills Addressed:








Sequencing
Grammar
Verb tenses
Prepositional phrases
Subject-verb
Descriptives
Details
Topic maintenance
9
SEMANTICS
PLAAF:
 _____ is a 1st/2nd grade student with a speech impairment in the area of
semantics.
 He understands and expresses the basic concepts: in/out, up/down and open/close
 As indicated by classroom teacher, as well as speech therapy CRTs, the student
has difficulties using grade level vocabulary, following classroom directions and
understanding new concepts across a variety of subject areas (Science, Social
Studies, etc).
 Level 2 and 3 Basic Concepts Present Level of Performance CRT scores were
50% and 35% respectively. Level 3 Expressive Category Present Level of
Performance CRT was 35%.
GOAL:
Student will achieve 70% mastery on both the Level 3 Basic Concepts and Expressive
Category Present Level of Performance CRTs.
Skills Addressed:
 Basic concepts
 Curriculum vocabulary
 Categories
10
SEMANTICS
PLAAFP:
______ is a 1st grader who demonstrates speech impairment in the area of semantics. He
understands and expresses the antonym concepts of in/out, up/down and open/close. His
teacher reports that he does not know the names of things. He uses “that thing”, “like
that one” and “over there” very frequently. She also notes that it is very hard to
understand him when he shares information or talks about remote events. His antonym
standard score on the CASL is 67. His standard score on the PPVT- 4 is 70 and his EVT2 score is 67. This affects _____’s ability to retell events, talk about remote events,
communicate ideas and relay messages. His oral communication in school and social
settings is significantly affected. Baseline data: _____was unable to effectively retell any
of three stories presented using specific vocabulary and descriptors. He only answered 1
of 5 questions using word-specific vocabulary. He repeated 3 of 5 sentences using
specific vocabulary after a model.
GOAL:
_____ will effectively retell 5 familiar stories with the use of no more than 2 non-specific
words per story by the end of the IEP cycle.
Skills Addressed:
 Basic Concepts
 Categories
 Curriculum Vocabulary
 Similarities/differences
 Descriptives/features
 Sequencing
 Grammar
 Themes
 Antonyms
 Synonyms
 Multiple meaning words
11

SEMANTICS
PLAAFP
 ___ is a 3rd/4th/5th grade student with a speech impairment in the area of
semantics.
 ____ labels some single word vocabulary and uses some adjectives
 According to formal testing, observation and teacher report, ____’s vocabulary
skills are impacting his/her ability to perform a variety of reading and written
language tasks.
 Level 4 Present Level of Performance CRTs yielded the following results:
Antonyms:____%, Synonyms:_____% Multiple Meaning Words:_____%
GOAL:
By the end of the IEP cycle, student will master at 75% accuracy a combined set
of 30 antonyms, synonyms, and multiple meaning words as measured by the
Level 4 Antonym, Synonym, and Multiple Meaning Words Present Level of
Performance CRTS.
Skills Addressed:
 Antonyms
 Synonyms
 Multiple meaning words
 Curriculum-based vocabulary
 Inferences
 Meaning of words in context
 Categorization skills
 Idioms
 metaphors
12
SEMANTICS
PLAAFP:
____________ is a 4th – 8th grade student with speech impairment in the area of
semantics. She has average receptive and expressive single word vocabulary. Her
classroom teacher reports that she is very literal and has great difficulty understanding
multiple meaning words, idioms, metaphors, similes, personification and humor. She also
has difficulty determining the meaning of unfamiliar words in context. Her written
compositions rarely score above a 2. On a figurative language CRT _________
explained 2 of 15 expressions presented and when asked to substitute figurative
expressions for literal expressions he was able to substitute 1 of 10. (It’s raining cats and
dogs.)
GOAL:
Student will explain the meaning of 12 of 15 expressions on a figurative language CRT
and replace 8 of 10 literal statements with figurative terms
Skills Addressed:










Idioms
Similes
Metaphors
Multiple meaning words
Inferences
Irony
Hyperbole
Analogy
Paradox
Word Associations
13
SEMANTICS/SYNTAX
PLAAFP:
 _____ is a 2nd/3rd/4th grade student with a speech impairment in the areas of
semantic and syntactic language.
 _____ labels single word vocabulary, uses plurals, color word descriptors, and
subject and verbs in his sentences.
 Based on teacher report, observation and writing samples, _____ has difficulty
describing events and producing complete sentences of more than 4-5 words in
length which affects him in his reading and writing curriculum.
 When shown an unfamiliar picture and asked to describe it, ______ was able to
produce two 4-word sentences and one 3-word sentence, all containing
grammatical errors.
GOAL:
When shown an unfamiliar picture scene and asked to describe it, ______ will be able to
produce at least five complete 8-10 word sentences that are relevant to the picture
presented, with no more than a total of 4 errors by the end of the IEP cycle.
Skills Addressed:
 Functions of objects
 Descriptives
 Similarities/differences
 Present progressive verbs
 Past tense verbs
 Direct/Indirect objects
 Wh questions
 Passive voice
 Clarifying
 Negation
 Future tense
 Past Participle
 Main idea
 Conjunctions
 Compound/complex sentence structures
 Noun phrases
 Verb phrases
 Prepositional phrases
 Adverbial clauses
 Adjective clauses
 Participles
 Gerunds
 Antonyms
 synonyms
14
SYNTAX
PLAAFP:
_____ is a 2nd grader who demonstrates a speech impairment in the area of syntax. He
uses noun phrases in his utterances. His teacher reports that he speaks in sentences of 3-5
words that are not grammatically correct. She also reports that he has difficulty
participating in class discussions. This impairment affects his oral communication in
class discussions and social conversations. It also impacts his written communication. He
is sometimes teased by his peers. His syntax construction score on the CASL was a 69.
Baseline Data: On a sentence repetition task of ten 8-10 word sentences, he repeated none
(0/10) of them correctly. He repeated nine of ten 3-5 word sentences with no syntactic
errors. On a 100 word spontaneous language sample, ___ ‘s sentence length remained
consistent at 3-5 words with grammatical errors.
GOAL:
By the end of the IEP cycle, the student will: a) repeat ten 8-10 word sentences with no
more than 5 errors and b) produce a minimum of a 100 word spontaneous language
sample with a minimum of four 8-10 word sentences with no more than a total of 8
errors.
Skills Addressed:
 Adjectives
 Similarities/differences
 Descriptives/features
 Present tense verbs
 Present progressive
 Auxiliary + present progressive
 infinitives
 Past tense
 Future tense
 Passive voice
 Past participle
 Quantity concepts
15
SYNTAX
PLAAFP:
____is a _____grade student with a speech impairment in the area of syntax. He makes
sentences using subjects and verbs, and uses possessive pronouns. Based on sentence
samples and teacher report, _____ has difficulty producing grammatically correct
sentences of more than 3-4 words in length. This syntax difficulty causes ______ to have
difficulty writing grade level sentences. Baseline Data: When asked to make ten simple
3-word stimulus sentences longer, _____ produced seven 4-word sentences and three 5word sentences with a total of 8 grammatical errors.
GOAL:
When asked to make ten simple 3-word stimulus sentences longer, _____will gradually
increase the length and complexity of the sentences to eventually produce 7 to 9 word
sentences(incorporating either prepositional phrases, adverbial clauses, embedded clauses
or the use of conjunctions) with no more than a total of 3 grammatical errors by the end
of the IEP cycle.
Skills Addressed:
 Functions of objects
 Descriptives
 Similarities/differences
 Present progressive verbs
 Past tense verbs
 Direct/Indirect objects
 Wh questions
 Passive voice
 Clarifying
 Negation
 Future tense
 Past Participle
 Main idea
 Conjunctions
 Compound/complex sentence structures
 Noun phrases
 Verb phrases
 Prepositional phrases
 Adverbial clauses
 Adjective clauses
 Participles
 gerunds
16
SYNTAX
PLAAF:


_____ is a 1st grade student with a speech impairment in the area of syntax.
He is able to use the subject pronouns ‘I, he, and she’ at the beginning of
sentences.
 According to teacher report, observation and writing samples, the student
struggles to meet 1st grade writing objectives.
 Baseline data: When prompted to expand five simple 3-5 word sentences, student
expanded each sentence by adding an average of one word but was unable to
maintain the grammatical accuracy of the sentences.
GOAL:
When provided with twenty 3-5 word stimulus sentences, the student will produce
grammatically accurate sentences by adding at least one three-word phrase to
each with 70% accuracy.
Skills Addressed:
 Functions of objects
 Descriptives
 Present progressive verbs
 Direct/Indirect objects
 Wh questions
 Passive voice
 Negation
 Past Participle
 Conjunctions
 Compound/complex sentence structures
 Noun phrases
 Verb phrases
 Prepositional phrases
 Adverbial clauses
 Adjective clauses
 Possessives
17