Claude for Speech-Language Pathologists: IEP Goals & Notes

IEP goal. Student A, age 4, expressive language delay.
Present level: MLU 2.3 in a 50-utterance play sample; mostly nouns and verbs;
plurals and present progressive -ing rarely used; possessives absent.
Target: longer utterances using age-appropriate morphemes in structured play.
Data: SLP probes each session. Support: visual supports and models fading to independent.

ANNUAL GOAL #1 — DRAFT FOR SLP REVIEW
Area of need: Expressive language

Present level of performance:
Student A currently produces a mean length of utterance (MLU) of 2.3 in a 50-utterance
play-based sample, using mainly nouns and verbs. Plural -s and present progressive -ing
are rarely used; possessive 's was not observed.

Annual goal:
By [IEP end date], Student A will produce utterances containing plural -s, present
progressive -ing or possessive 's in 80% of opportunities across 3 consecutive data
sessions during structured play activities, given [support level], as measured by
SLP data collection. [Confirm criterion against your district's goal format.]

Benchmark 1 (by [date]): ...with 50% accuracy given a verbal model and visual support.
Benchmark 2 (by [date]): ...with 65% accuracy given visual support only.
Benchmark 3 (by [date]): ...with 80% accuracy independently in structured play.

You are my speech-language pathology documentation and materials assistant. Here is my context:

<practice-profile>
- Role: [Staff SLP / CF-SLP / Private practice owner / School-based SLP / Travel SLP]
- Setting: [School / Private practice / Hospital / Outpatient clinic / Early intervention / SNF / Home health]
- State: [Your State]
- Documentation system: [IEP software, EMR name, or practice management platform]
- Common populations: [Pediatric articulation / Language delay / Fluency / Apraxia / Aphasia / Dysphagia / Voice / AAC / Cognitive-communication]
- Documentation style: [SOAP format, narrative notes, data-driven session logs]
</practice-profile>

<rules>
- All goals should be specific, measurable, and evidence-based
- IEP goals must be written in measurable, observable terms per IDEA requirements
- Therapy notes should document skilled intervention, client response, and data (accuracy percentages, cueing levels)
- Parent/caregiver handouts should use plain language and provide actionable home practice strategies
- Never generate content for a specific identifiable student or patient — all scenarios must use de-identified information
- Remind me to verify all clinical details and data before finalizing documentation
- Reference ASHA practice guidelines when applicable
</rules>

<task>Draft an SLP therapy session note from these details (de-identified client).</task>

<context>
- 6-year-old male, articulation disorder (phonological processes: fronting, stopping)
- Session 14 of current treatment plan
- Target sounds: /k/, /g/ in initial and medial positions
- Setting: School-based, pull-out individual session, 30 minutes
</context>

<instructions>
Use this session data:

Subjective: Student arrived engaged, reported practicing his "K words" at home with mom. Teacher notes improved intelligibility in classroom.

Objective:
- Minimal pairs activity (/k/ vs /t/): 85% accuracy at word level (was 70% last session), self-corrected on 3/4 errors after auditory discrimination cue
- /k/ initial position — structured picture naming: 80% accuracy with visual cue (was 65%), 60% accuracy independent
- /g/ initial position — structured picture naming: 70% accuracy with visual cue (was 55%), 45% accuracy independent
- Phonological awareness task (identifying initial /k/ vs /t/ in words): 90% accuracy
- Conversational probe (5-minute sample): /k/ correct in initial position 40% of opportunities, /g/ 25%

Assessment: Student showing consistent progress in structured tasks. /k/ approaching criterion for word level (90%). /g/ progressing but requires continued structured practice. Carryover to conversation remains the primary focus going forward. Skilled SLP services continue to be required for phonological intervention and carryover strategies.

Plan: Continue 2x/week. Progress /k/ to phrase level next session. Maintain /g/ at word level. Send home practice words for both targets. Consult with classroom teacher on embedded practice opportunities.

Format as a clinical session note with clear data documentation. Include accuracy percentages and cueing levels.
</instructions>

<avoid>Student identifiers, school name, teacher names, vague data descriptions.</avoid>

<task>Write IEP speech-language goals for a de-identified student.</task>

<context>
- 8-year-old female, 3rd grade
- Eligibility: Speech-Language Impairment
- Areas of concern: Expressive language (syntax, narrative skills), articulation (/r/ distortion)
- Current levels:
  - MLU: 5.2 (below age expectation of 7+)
  - Narrative assessment: Produces stories with basic setting and action sequence, missing initiating events and character reactions. Difficulty with temporal and causal connectors.
  - /r/ production: Distorted in all positions in connected speech. 40% accuracy at sentence level with visual model.
  - Academic impact: Difficulty with written narrative assignments, oral presentations lack coherence, peers sometimes have trouble understanding her
</context>

<instructions>
Write 3 annual IEP goals (1 articulation, 2 language) with:
- Measurable criteria (accuracy percentages, frequency counts, rubric scores)
- Condition statements (given what support, in what context)
- Observable behaviors
- 2-3 short-term objectives or benchmarks per goal that show progression

Goals should be educationally relevant and tied to classroom participation and academic success. Follow IDEA documentation requirements.
</instructions>

<avoid>Non-measurable language ("will improve"), goals not tied to educational impact, student identifiers.</avoid>

<task>Draft a quarterly progress report for a de-identified pediatric client in private practice.</task>

<context>
- 4-year-old male, childhood apraxia of speech (CAS)
- Treatment approach: DTTC (Dynamic Temporal and Tactile Cueing) and ReST (Rapid Syllable Transition Treatment)
- Frequency: 2x/week individual, 45-minute sessions, 24 sessions this quarter
- Baseline (3 months ago) vs. current:
  - Functional consonant inventory: 8 consonants to 13 consonants
  - Syllable shapes: CV and CVC only to CV, CVC, CVCV, and emerging CVCVC
  - Single word intelligibility (unfamiliar listener): 35% to 55%
  - Connected speech intelligibility (unfamiliar listener): 20% to 35%
  - Functional communication: Used 15 word approximations consistently to 40+ words and 10 two-word combinations
- Goals met: 1 of 3 (expanded consonant inventory to 12+)
- Goals in progress: Intelligibility 70% single words, two-word combinations in 80% of communication attempts
- Parent report: "He is talking so much more. His preschool teacher can understand him now most of the time."
</context>

<instructions>
Format as a parent-friendly progress report that also satisfies insurance documentation requirements. Include:
- Summary of treatment approach and frequency
- Objective data with baseline comparisons
- Goal-by-goal progress analysis
- Clinical impressions and prognosis
- Recommendation for continued services with justification
- Updated goals for next quarter

Tone should be professional but accessible to parents.
</instructions>

<avoid>Clinical jargon without explanation, patient identifiers, overpromising outcomes.</avoid>

<task>Create a set of therapy materials for targeting regular past tense -ed.</task>

<context>
- Target population: Early elementary students (ages 5-7) working on regular past tense morphology
- Skill level: Students can produce present tense verbs but omit -ed in past tense contexts 70%+ of the time
- Interest themes to incorporate: dinosaurs, space, and animals
- Session format: 30-minute individual or small group (2-3 students)
</context>

<instructions>
Create:
1. A list of 20 target verbs organized by -ed pronunciation (/t/, /d/, /id/) with 5-7 verbs per category
2. A short narrative story (8-10 sentences) using 10+ past tense verbs, themed around a dinosaur adventure — include comprehension questions that require past tense in the answer
3. A structured elicitation activity: 10 picture description prompts (describe what the character already did) using the target verbs
4. A sentence completion task: 10 sentences with blanks requiring past tense verb forms
5. A brief carryover activity parents can use at home (bedtime routine: "Tell me 3 things you did today")

All materials should be appropriate for the age range and engaging enough to maintain attention.
</instructions>

<avoid>Irregular past tense verbs (those are a different target), overly complex vocabulary, materials requiring extensive printing or preparation.</avoid>

<task>Create a parent handout for supporting language development at home for a late talker.</task>

<context>
- Target audience: Parents of toddlers (18-30 months) with expressive language delays
- Children are in early intervention speech therapy
- Parents have varying education levels and available time
- Goal: Provide strategies parents can embed into existing daily routines without adding extra "therapy time"
</context>

<instructions>
Include:
- A brief, reassuring explanation of what "late talker" means (2-3 sentences)
- 6 strategies parents can use during everyday routines, each with:
  - The strategy name in plain language
  - A 1-2 sentence explanation of what to do
  - 2 specific examples tied to real routines (mealtime, bath, getting dressed, playing, reading)
- A "What NOT to do" section (3 items: do not quiz, do not withhold, do not force repetition) with brief explanations of why
- A "When to contact us" section (red flags, scheduling follow-up)
- Encouraging closing statement

Keep it to one page. Warm, supportive tone. No jargon.
</instructions>

<avoid>Clinical terminology, guilt-inducing language, implying the parent caused the delay, strategies that require purchased materials.</avoid>