IEP Goals

(These goals and benchmarks were created as general targets per section of Stutter Squad. Please adjust the goals based on your student/client, State and Education standards.)

Part 1: Learning About Stuttering

Video: Stuttering 101

  1. Student will correctly identify the 3 types of core stuttering behaviors.
  2. Student will correctly identify the 2 categories of secondary stuttering behaviors.
  3. Student will intentionally and correctly demonstrate the 3 types of core stuttering behaviors in his/her speech.
  4. Student will intentionally and correctly demonstrate a variety of secondary stuttering behaviors in his/her speech.
  5. Student will identify the types of core and secondary stuttering behaviors he/she typically experiences in his/her true moments of stuttering.

Video: Stuttering Facts

  1. Student will obtain a 90% or higher score on the stuttering facts worksheet quiz.

Video: Brain Differences

  1. Student will correctly identify which parts of the brain are typically under-activated in a person who stutters.
  2. Student will correctly identify which parts of the brain are typically over-activated in a person who stutters.

Video: Stuttering and Temperament

  1. Student will correctly define and give examples of a sensitive temperament.
  2. Student will correctly describe how having a sensitive temperament can contribute to the onset and development of stuttering.
  3. Student will correctly describe each step of the “stuttering cycle” regarding temperament.

Video: Stuttering and Classical Conditioning

  1. Student will correctly define the learning process of Classical Conditioning and describe how it relates to stuttering.
  2. Student will provide 3 real life examples of how Classical Conditioning can play out in regards to stuttering (example: fear of the phone etc.).

Part 2: Feelings and Attitudes

Videos: Stuttering Feelings and Attitudes

  1. Student will independently identify a minimum of 2 different emotions he/she typically experiences before, during, and after moments of stuttering.

Part 2: Learning About Stuttering

Part 2: IEP GOAL

By (date), student will demonstrate an increased approach behavior to stuttering through gained understanding of the nature of stuttering (overt and covert features, statistics, genetics, anatomical differences, etc.) as measured by stuttering quizzes with a score of 80% or higher, across 3 consecutive sessions, as measured by clinician charted data. 

Part 2: Benchmarks

Video: Stuttering 101

  1. Student will correctly identify the 3 types of core stuttering behaviors.
  2. Student will correctly identify the 2 categories of secondary stuttering behaviors.
  3. Student will intentionally and correctly demonstrate the 3 types of core stuttering behaviors in his/her speech.
  4. Student will intentionally and correctly demonstrate a variety of secondary stuttering behaviors in his/her speech.
  5. Student will identify the types of core and secondary stuttering behaviors he/she typically experiences in his/her true moments of stuttering.

Video: Stuttering Facts

  1. Student will obtain a 80% or higher score on the stuttering facts worksheet quiz.

Video: Brain Differences

  1. Student will correctly identify which parts of the brain are typically under-activated in a person who stutters.
  2. Student will correctly identify which parts of the brain are typically over-activated in a person who stutters.

Video: Stuttering and Temperament

  1. Student will correctly define and give examples of a sensitive temperament.
  2. Student will correctly describe how having a sensitive temperament can contribute to the onset and development of stuttering.
  3. Student will correctly describe each step of the “stuttering cycle” regarding temperament.

Video: Stuttering and Classical Conditioning

  1. Student will correctly define the learning process of Classical Conditioning and describe how it relates to stuttering.
  2. Student will provide 3 real life examples of how Classical Conditioning can play out in regards to stuttering (example: fear of the phone etc.).

Part 3: Feelings and Attitudes

Part 3: IEP Goal

By (date), student will demonstrate an increased approach behavior to stuttering by his/her willingness to explore and discuss at least 2 feelings he/she experiences before, during, and after stuttering, and provide real-life scenarios of when these feelings arise, in one-on-one discussions with the clinician or in a small group, across 3 consecutive sessions, as measured by clinician charted data. 

Part 3: Benchmarks

Videos: Stuttering Feelings and Attitudes

  1. Student will independently identify a minimum of 2 different emotions he/she typically experiences before a moment of stuttering.
  2. Student will independently identify a minimum of 2 different emotions he/she typically experiences during moments of stuttering.
  3. Student will independently identify a minimum of 2 different emotions he/she typically experiences after moments of stuttering.
  4. Student will discuss real-life examples of when he/she has experienced different emotions regarding stuttering.
  5. Student will review a list of emotion-based vocabulary terms and determine if any terms apply to his/her personal moments of stuttering.

Part 4: Self-Talk (Positive, Negative, and Affirmations)

Part 4: IEP Goals

By (date), student will demonstrate an increased approach behavior to stuttering through gained understanding of various types of negative self-talk/cognitive distortions and how each can be applied to stuttering, as measured by negative self-talk worksheets and quizzes with a score of 80% or higher, across 3 consecutive sessions, as measured by clinician charted data. 

By (date), student will demonstrate an increased approach behavior to stuttering by exploring his/her personal patterns of negative self-talk in regard to stuttering, provide real-life scenarios of when he/she engages in patterns of negative self-talk in regards to stuttering, and provide alternative counter/positive self-talk statements to increase resilience and self-efficacy during stuttering moments, across 3 consecutive sessions, as measured by clinician charted data. 

Part 4 Benchmarks

Videos: Negative Self Talk Part 1 and Part 2

  1. Student will list the 4 types of negative self-talk and provide examples of each type.
  2. Student will explore and discuss which style of negative self-talk he/she engages in the most.

Videos: Cognitive Distortions

  1. After watching each video, student will summarize each Cognitive Distortion and provide one example on how it can be applied to stuttering.
  2. After watching each video, student will discuss if and how he/she applies each Cognitive Distortion style of thinking to his/her stuttering.
  3. After watching each video, student will discuss positive/counter statements to each Cognitive Distortion style of thinking.
  4. When provided with a list of Cognitive Distortions and example thoughts, student will correctly match each Cognitive Distortion with corresponding example thoughts with 80% accuracy.

Video: Affirmations

  1. After reviewing the list of “Positive Affirmations” student will choose at least 2, or create his/her own, to write on flashcards and memorize.

 

Part 5: Becoming Friends with your Stutter

Part 5: IEP Goals

By (date), student will demonstrate an increased approach behavior to stuttering by exploring their personal pattern of stuttering by identifying the types of stuttering they exhibit the most, engage in a variety of proprioception activities, and learn and demonstrate a variety of stuttering modification techniques (“speech tools”), in conversations with the clinician in the therapy setting, and/or in spontaneous speech, across 3 consecutive sessions, as measured by clinician charted data. 

 

Part 5: Benchmarks

Video: Becoming Friends with Your Stutter

  1. Student will discuss benefits of learning about and accepting their stuttering.
  2. Student will define in their own words what “accepting” their stuttering would mean for them.
  3. Student will discuss with the clinician what types of stuttering he/she exhibits most in his/her speech.
  4. Through proprioception activities, student will identify where the tension is when he/she stutters.

Video: Easy Onset

  1. When given a list of words, student will practice saying each word and in sentences using “Easy Onset”.
  2. Student will demonstrate “Easy Onset” during pseudostuttering and real moments of stuttering.

Video: Light Contact

  1. When given a list of words, student will practice saying each word and in sentences using “Light Contact”.
  2. Student will demonstrate “Light Contact” during pseudostuttering and real moments of stuttering.

Video: Cancellation

  1. Student will demonstrate “Cancellations” during pseudostuttering and real moments of stuttering.

Video: Pull-Out

  1. Student will demonstrate “Pull-Outs” during pseudostuttering and real moments of stuttering.

Video: Becoming Friends with Your Stutter: Part 2

  1. Student will discuss what “tolerating” their stuttering means for them.
  2. Student will list benefits of tolerating stuttering.

 

Part 6: Stages of Change

Part 6: IEP Goals

By (date), student will demonstrate an increased approach behavior to stuttering by assertively exploring their readiness to change their avoidance patterns through learning about the “Transtheoretical Model of Behavior Change”, accurately assess how these avoidance patterns negatively impact them in the academic setting and overall quality of life, and create a personal plan on how to change their behavior and achieve their goals, through structured activities with the clinician, as measured by clinician charted data.

 

Part 6: Benchmarks

All Section 6 Videos:

  1. Student will take a self-assessment on “The Stages of Change” to determine their readiness to adjust how they respond to their stuttering.
  2. Student will determine their personal goal of how they wish to respond to stuttering in the future and will take necessary steps to arrive at the “Stage” they wish to be at.

Part 7: Approaching Our Fears

Part 7: IEP Goal

By (date), student will demonstrate an increased approach behavior to stuttering through personal goal setting and avoidance reduction, working through hierarchical difficult speaking situations, taking small steps to gradually expose themselves to stuttering based fears, while engaging in relaxation techniques and self-reflective journaling, across 5 consecutive sessions, as measured by clinician charted data. 

 

Part 7: Benchmarks

All Section 7 Videos:

  1. Student will choose a stuttering goal to work towards through hierarchical speaking situations.
  2. Student will scale his/her current status towards goal and will create small steps on how to achieve goal.
  3. Student will engage in and create a variety of “small steps” towards reaching his final goal.
  4. Student will learn and practice relaxation techniques such as abdominal breathing to help aide in stressful speaking situations.

 

Part 8: Core Beliefs 

Part 8: Core Beliefs

By (date), student will demonstrate an increased approach behavior to stuttering through identifying, exploring, and challenging negative core beliefs held about stuttering, in addition to learning and practicing a variety of positive replacement core beliefs, to help aide in self-acceptance and overall quality of life as indicated through self-reflective questions and journaling, in a structured therapy setting with the clinician, across 5 consecutive sessions, as measured by clinician charted data. 

 

Part 8: Benchmarks

All Section 8 Videos

  1. Student will be introduced to 15 Negative Core Beliefs regarding stuttering and will be encouraged to indicate which pertain to him.
  2. Student will create personal Negative Core Beliefs that he/she holds about his/her stuttering.
  3. Student will work through a series of questions to challenge the validity of Negative Core Beliefs held about stuttering.
  4. Student will be introduced to 15 Positive Core Beliefs regarding stuttering and will be encouraged to indicate which pertain to him.
  5. Student will create personal Positive Core Beliefs regarding stuttering.
  6. Student will work through doubts about applying new beliefs in his/her life through writing/journaling exercises with clinician.
  7. Student will self-reflect on what it means to be a PWS (person who stutters) and how this challenge has shaped them and strengthened them.
  8. Student will learn about “inherent value” and openly discuss their inherent value apart from speech or stuttering.

 

 

Scroll to Top