Save time creating goals with over THOUSANDS of possible goal combinations. Select your own combination of DO + CONDITION + CRITERION (and consistency) statements to develop personalized and measurable goals for your caseload.
What is Early Intervention (EI)?
Early Intervention is the service offered to individuals birth to three-years-old (0 to 36 months) who are diagnosed with a developmental delay and/or disability, or are considered at risk. This may include individuals who may not be walking or talking when it would be expected for their age.
Early Intervention (EI) focuses on decreasing the effects of a delay or disability so children and families have tools to increase success as they grow and participate in their daily living activities.
Research shows that Early Intervention lessens the negative effects of a child’s developmental delay and/or disability and improves learning outcomes for that child. This may help them do better in school, establish meaningful relationships with others, and maintain healthy routines (e.g., increasing independence for daily tasks, like dressing themselves).
Early Intervention services are designed so they are individualized for each child and family. Family is so often included because parent/caregiver participation is crucial to a child’s success in Early Intervention. As a therapist, this is an important factor to consider when developing goals and objectives.
Writing Early Intervention Goals
If you haven’t already, check out our article that outlines How to Write Speech Therapy Goals.
For the purpose of this article, we will discuss the process of goal writing for individuals receiving Early Intervention for speech and/or language.
The first step to writing goals is identifying the area(s) of need. This may include formal and informal assessments, observations, and interviews with clients, parents, teachers, and/or caregivers. Once you have identified the area(s) or need, you can begin composing the goals you are going to write and target.
As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement.
*Also commonly included is consistency (we incorporate this!). Aka: does the individual have to meet a specific criterion more than once? A common example of this may include across 3 consecutive sessions. This is usually something understood by the therapy organization/service provider and is sometimes/sometimes not included in the written goal itself. Including consistency statements ensure that the skill has been generalized and provides more reliable data that the skill has been properly mastered.
What the client is actually going to DO and the specific skill they will be working towards.
Example: demonstrate >30 seconds of joint attention
The specific setting and/or context your client will work on this skill.
Example: during a familiar play routine with a partner
How the client’s performance will be measured.
Example: 3x throughout the treatment session
DO + CONDITION + CRITERION
Example: [Client] will demonstrate >30 seconds of joint attention, during a familiar play routine with a partner, 3x throughout the treatment session
There you have it! An example using our Goal Writing Formula containing the DO + CONDITION + CRITERION (don’t forget to think about consistency!) for increasing communication skills for Early Intervention services.
Early Intervention Goal Bank
The following are some examples of speech therapy goals that may be targeted in sessions. You can take these goals as is, or take the “do” statement from one, the “condition” from another, and “criterion” from another. Remember: the best goals are the ones that most closely align with the client’s needs, and all clients are different!
EI: Receptive Language
Example #1: [Client] will follow the 1-step direction, “Give me the [item],” while interacting with familiar household toys/objects, with 75% accuracy.
Example #2: [Client] will respond (i.e., wait/stop in place) to the safety command, “Stop [name],” across settings within the home, with 90% accuracy.
Example #3: [Client] will identify 5 body parts (i.e., point on body), when named by a familiar communication partner, in 9 out of 10 trials.
EI: Expressive Language
Example #1: [Client] will use the phrase, “Want [item],” when making requests for preferred toys/objects, in 80% of opportunities.
Example #2: [Client] will label 10 people/objects/animals, during a joint book reading activity, with 90% accuracy.
Example #3: [Client] will use 2 novel CVCV (e.g., “dada”) productions, during an unstructured activity with an adult/caregiver, in 75% of opportunities.
EI: Pragmatic Language & Play Skills
Example #1: [Client] will gain attention (i.e., call name/tap shoulder), across 2 different home settings (e.g., living room, kitchen), in 75% of opportunities, across 3 consecutive sessions.
Example #2: [Client] will engage in 1 symbolic play routine, during an adult-led floortime activity, 10x throughout the treatment period.
Example #3: [Client] will use the ASL sign to ask for, “help,” within 2 contexts (e.g., putting on clothes, brushing teeth), 2x per treatment session.
Example #1: [Client] will independently bring cup to mouth, following an adult’s model during snack time, in 50% of opportunities.
Example #2: [Client] will improve their tongue strength by pushing up on a tongue depressor, during a structured activity, in 9 out of 10 trials.
Example #3: [Client] will maintain a safe head and trunk position while chewing 2 different foods, during a therapist-led mealtime routine, 2x throughout the treatment session, across 3 consecutive sessions.
We hope you have enjoyed this goal bank. For more information about Early Intervention services and eligibility, feel free to check out our recent article What is Early Intervention?
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