Writing Measurable and Academically Relevant IEP Goals With 80% Accuracy Over Three Consecutive Trials Although one would hope that the magic of goal writing is somehow bestowed upon each speech-language pathologist during their graduate training, or at a minimum upon graduation, pre-service speech-language pathologists, as well as practicing speech-language pathologists, report that goal writing is challenging. This difficulty experienced while writing goals may result ... Article
Article  |   October 23, 2017
Writing Measurable and Academically Relevant IEP Goals With 80% Accuracy Over Three Consecutive Trials
Author Affiliations & Notes
  • Emily Diehm
    The University of Toledo - Speech-Language Pathology, Toledo, OH
  • Disclosures
    Disclosures ×
  • Financial: Emily Diehm has no relevant financial interests to disclose.
    Financial: Emily Diehm has no relevant financial interests to disclose.×
  • Nonfinancial: Emily Diehm has no relevant nonfinancial interests to disclose.
    Nonfinancial: Emily Diehm has no relevant nonfinancial interests to disclose.×
Article Information
School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Professional Issues & Training / Part 2
Article   |   October 23, 2017
Writing Measurable and Academically Relevant IEP Goals With 80% Accuracy Over Three Consecutive Trials
Perspectives of the ASHA Special Interest Groups, October 2017, Vol. 2, 34-44. doi:10.1044/persp2.SIG16.34
History: Received June 30, 2017 , Revised August 18, 2017 , Accepted September 3, 2017
Perspectives of the ASHA Special Interest Groups, October 2017, Vol. 2, 34-44. doi:10.1044/persp2.SIG16.34
History: Received June 30, 2017; Revised August 18, 2017; Accepted September 3, 2017

Although one would hope that the magic of goal writing is somehow bestowed upon each speech-language pathologist during their graduate training, or at a minimum upon graduation, pre-service speech-language pathologists, as well as practicing speech-language pathologists, report that goal writing is challenging. This difficulty experienced while writing goals may result in SLPs and other special education providers searching the internet or IEPs of other students with similar needs to find a pre-written goal to use. Unfortunately, an over-reliance on web-based or software-based goal banks is problematic, as these resources still contain poorly written goals that are not measurable and vague and may ultimately decrease the individualization of the goal and treatment to a student's specific needs. Because goals are the “road map” for a student's speech-language intervention, it is not surprising that researchers have hypothesized, and more recently observed, that poorly written IEPs goals are negatively related to growth and progress in the curriculum. The purpose of this article is to remind SLPs of the importance of writing goals that are relevant to the findings of assessments, aligned to state academic standards, contain specific and measurable outcomes, and encourage growth in the skills needed to have academic success.

Order a Subscription
Pay Per View
All Perspectives articles & archives
24-hour access
This Article
24-hour access
We've Changed Our Publication Model...
The 19 individual SIG Perspectives publications have been relaunched as the new, all-in-one Perspectives of the ASHA Special Interest Groups.