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If you\u2019re the parent of a child in speech therapy, you might sometimes feel like you\u2019re up against a wall of resistance. Maybe there are unknowns when it comes to your child\u2019s speech disorder, and your child might be frustrated with the speech therapy routine or homework. As adults it is easier to see the big picture \u2013 that improved communication skills are so <\/i>valuable for the future and worth the effort. For kids, however, speech therapy can be tiring, hard work, and sometimes even a source of insecurity among peers. Help your son or daughter set and reach speech therapy goals using a traditional business model \u2013 S.M.A.R.T. \u2013 and you\u2019ll find that speech therapy might just get a little easier, and the goals a little closer.<\/p>\nWhat Is S.M.A.R.T Goal Planning?<\/h2>\n
Have you ever heard of the phrase if you fail to plan, you plan to fail? The S.M.A.R.T. goal planning model helps you make sure that you are planning for success. While the model is often used in business planning, it is a very beneficial guideline for kids and has been successfully used by many special education teachers and SLPs. You can help your child apply this approach for speech therapy, or even academic homework, too.<\/p>\n
Smart Speech Therapy Goals<\/h3>\n
S \u2013 Specific<\/strong> \u2013 Work with your child\u2019s SLP<\/a> to establish very specific goals. The general goal of \u201cimprove articulation\u201d can seem overwhelming and unobtainable for kids. The more specific the goal the greater the likelihood that your child will feel empowered and capable. If you\u2019re stuck on how to make the goals specific, work with your child to answer the basic questions of:<\/p>\n M \u2013 Measurable<\/strong> \u2013 Look for measurable ways your child can work on speech therapy goals. This might mean playing 2 vocabulary games, completing 3 worksheets, or attending a month of therapy appointments.<\/p>\n A \u2013 Achievable<\/strong> \u2013 Some speech disorders are more difficult to treat than others and the goals for your child should be achievable based on his or her specific challenges. Make sure your child has the resources needed to make the goals achievable, both in time and in tangible supplies. Help your child navigate any obstacles that might otherwise prevent him from tackling the goal.<\/p>\n R \u2013 Realistic<\/strong> \u2013 Make sure that the steps needed to reach the goal are healthy, logical, and in line with the overall objectives of the SLP. A goal of \u201cno stuttering by end of summer\u201d for a child who is just beginning speech therapy for stuttering is not only unlikely to happen so swiftly (if at all), but it can create an unhealthy self-image for the child. A better goal would be \u201cimprove pacing of speech during class presentations\u201d because it is specific and uses positive language<\/a>.<\/p>\n T \u2013 Timely<\/strong> \u2013 Make sure to incorporate time-related markers for the goals. Time is tangible, measurable, and specific. Some examples of these might be:<\/p>\n When you work with your child to create S.M.A.R.T. goals, you are teaching him or her how to use an approach to many of life\u2019s challenges<\/a>, not just speech therapy. By partnering with your child\u2019s SLP you can also make sure that your child is receiving consistent instruction and expectations. Use motivation charts<\/a> to help keep track of the goals to which your child is working. Remember \u2013 you can already see the big picture, but your child needs you to begin with a simple sketch of what the steps look like along the way.<\/p>\n \n \n \n If you\u2019re the parent of a child in speech therapy, you might sometimes feel like you\u2019re up against a wall of resistance. Maybe there are unknowns when it comes to your child\u2019s speech disorder, and your child might be frustrated with the speech therapy routine or homework. As adults it is easier to see […]<\/p>\n","protected":false},"author":33,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[322,826,3,15],"tags":[1404,62,16],"class_list":["post-5118","post","type-post","status-publish","format-standard","hentry","category-iep","category-school","category-speech-therapist","category-speech-therapy-techniques","tag-setting-goals","tag-speech-therapy-goals","tag-speech-therapy-techniques-2"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/www.speechbuddy.com\/blog\/wp-json\/wp\/v2\/posts\/5118","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.speechbuddy.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.speechbuddy.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.speechbuddy.com\/blog\/wp-json\/wp\/v2\/users\/33"}],"replies":[{"embeddable":true,"href":"https:\/\/www.speechbuddy.com\/blog\/wp-json\/wp\/v2\/comments?post=5118"}],"version-history":[{"count":14,"href":"https:\/\/www.speechbuddy.com\/blog\/wp-json\/wp\/v2\/posts\/5118\/revisions"}],"predecessor-version":[{"id":12252,"href":"https:\/\/www.speechbuddy.com\/blog\/wp-json\/wp\/v2\/posts\/5118\/revisions\/12252"}],"wp:attachment":[{"href":"https:\/\/www.speechbuddy.com\/blog\/wp-json\/wp\/v2\/media?parent=5118"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.speechbuddy.com\/blog\/wp-json\/wp\/v2\/categories?post=5118"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.speechbuddy.com\/blog\/wp-json\/wp\/v2\/tags?post=5118"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n
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