Goal Bank for Phonological Awareness and

Auditory Discrimination
Important Note: Goals/objectives need to be individualized and it is important to adapt elements of these goals/objectives to meet the specific needs of your
students. These are examples to give you ideas when you are writing your IEPs.

Long Term Goal:

Given a structured or unstructured classroom setting, “Student” will demonstrate auditory discrimination skills
by (insert objective from below) with __ % accuracy over _ consecutive trials as measured by clinician/teacher
observation, other informal assessments and data collection.

Short Term Objectives/Benchmarks:

❖ Auditory Memory
➢ Follow auditory directions of increasing length and complexity.
• 2, 3, 4 step directions
• Locational directions using pen and paper
❖ Phonological Awareness: Identify
➢ Sounds in words
➢ Number of sounds in words
➢ Similarities of sounds in words
❖ Auditory Discrimination:
➢ Recognize differences between same or different words.
❖ Auditory Figure Ground Discrimination
➢ Understand and answer questions with background noise present.
❖ Auditory sequencing
➢ Remember & repeat order of spoken words in a series accurately.
❖ Auditory Blending
➢ Combining isolated sounds together to form words.
❖ Apply targeted auditory discrimination skills across educational and social settings.

Long Term Goal for Phonemic Awareness:

Given a structured or unstructured classroom setting, “Student” will increase sound discrimination through
phonemic awareness by (insert objective from below) to ___% over __ consecutive trials as measured by
clinician/teacher observation, other informal assessments and date collection.

Short Term Objectives/Benchmarks:

❖ Identify and/or match same sounds in words.
➢ Beginning sounds
➢ Ending sounds
❖ Recognize and/or produce rhyming words.
❖ Substitute initial and/or final sounds to create new words (i.e. Cat/fat; man/mad).
❖ Apply targeted speech and language skills across educational and social settings.