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W4 Assignment 2: Speech Therapy S.M.A.R.T. Goals
Maria I. Gonzalez
Communication Disorders, Abilene Christian University
CSDO 485.W1: CSD Capstone
Professor Hollie Reese
July 27, 2025
, 2
Speech Therapy S.M.A.R.T. Goals
Given the child’s diagnosis and current level of functioning, the following
recommendations are made. Consider integrating phonological awareness activities to enhance
the development of sound awareness such as rhyming, blending, or segmenting.
S.M.A.R.T Goal #1
The child will correctly produce the /g/ sound in the final position of words with 75%
accuracy across three consecutive speech therapy sessions, in a 1:1 setting.
S.M.A.R.T Goal #2
The child will produce the /g/ sound in place of /k/ in words with 70% accuracy given
minimal visual cues in 8 out of 10 trails in structured play activities.
S.M.A.R.T Goal #3
The child will reduce the phonological process of fronting by producing /t/ sound in the
initial and final positions of words with 75% accuracy in structured speech tasks within 3
months.
Targeting these behaviors
Various strategies can be used to address a child’s phonological disorder, for instance, a
conversation method. A conversation technique progresses the use of minimal pairs, and then
usually transitions to a more conventional articulation method, focusing on each sound in
isolation. When working with children who are substituting front sounds like /t/ and /d/ for back
sounds such as /k/ and /g/, it is helpful to use a minimal pairs approach. This method involves
pairing two words that are almost the same but differ by just one phoneme, like “tap” for “cap,”
or “gar” for “car.” Using this technique can help children realize that the speech sound mistakes
they make can alter the meanings of the words they want to say.
W4 Assignment 2: Speech Therapy S.M.A.R.T. Goals
Maria I. Gonzalez
Communication Disorders, Abilene Christian University
CSDO 485.W1: CSD Capstone
Professor Hollie Reese
July 27, 2025
, 2
Speech Therapy S.M.A.R.T. Goals
Given the child’s diagnosis and current level of functioning, the following
recommendations are made. Consider integrating phonological awareness activities to enhance
the development of sound awareness such as rhyming, blending, or segmenting.
S.M.A.R.T Goal #1
The child will correctly produce the /g/ sound in the final position of words with 75%
accuracy across three consecutive speech therapy sessions, in a 1:1 setting.
S.M.A.R.T Goal #2
The child will produce the /g/ sound in place of /k/ in words with 70% accuracy given
minimal visual cues in 8 out of 10 trails in structured play activities.
S.M.A.R.T Goal #3
The child will reduce the phonological process of fronting by producing /t/ sound in the
initial and final positions of words with 75% accuracy in structured speech tasks within 3
months.
Targeting these behaviors
Various strategies can be used to address a child’s phonological disorder, for instance, a
conversation method. A conversation technique progresses the use of minimal pairs, and then
usually transitions to a more conventional articulation method, focusing on each sound in
isolation. When working with children who are substituting front sounds like /t/ and /d/ for back
sounds such as /k/ and /g/, it is helpful to use a minimal pairs approach. This method involves
pairing two words that are almost the same but differ by just one phoneme, like “tap” for “cap,”
or “gar” for “car.” Using this technique can help children realize that the speech sound mistakes
they make can alter the meanings of the words they want to say.
