What Kinds of Goals are Appropriate for Elementary School Age Children?

Goals should be designed for all areas of need: academic, social, behavioral, communication, and sensory-motor. Each of these may be affected by the others, such that a multidisciplinary approach will be the most effective.

Goals that emphasize the child's learning style and strengths are also vital. The recognition of the etiology of the child's special education needs will help teachers and therapists design a plan that fits the individual child. 

Academically, many children with fragile X syndrome learn better when material is presented in a holistic (or simultaneous) manner, rather a sequential one. For example, they learn to read better with a whole word approach than with a phonics method. Logos and pictures are also helpful visual cues for word identification.

Children with fragile X may learn spelling words better as entire units, then perhaps in syllables, rather than sound by sound. Math goals should also be presented in very visual and tactile manner, with real object counters, size and shape manipulatives, touch math, and concrete examples.

The IEP goals must also address the social-emotional needs of the child with fragile X syndrome. Speech -language therapists can work on pragmatic (conversational) skills in social groups, and the social worker can help other children with strategies to be friends with the child having fragile X syndrome. Social-emotional development may be enhanced by careful consideration of the learning environment. 

Occupational therapists can be sure there are appropriate settings and equipment for a calm, structured learning environment. Behavioral plans can include goals, rewards, and consequences for appropriate behavior. Visual cues (e.g. hand over the mouth for "Quiet mouth") and calming activities can lessen the inappropriate behaviors of children with fragile X syndrome.

Communication and sensory motor goals may be addressed together at times. Speech-language pathologists and occupational therapists have ideas for oral-motor stimulation and may work together, helping the child to chew on gum, fruit snacks, and hard, crunchy foods, rather than his hands, clothes, or backpack straps. Social-motor groups can be designed to incorporate movement into role-playing activities. Board games and computers might be used for turn taking, communication, and fine motor skills.

For girls with fragile X syndrome, both social-pragmatic and math goals may need to be addressed. Speech -language pathologists and learning disabilities teachers may be part of the team to work in these areas.

Gail Harris-Schmidt, Ph.D., CCC-SLP
Saint Xavier University
Chicago, Illinois

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