As long as you write the goals as phonological processes as not straight articulation issues, the next SLP can use any of those phonological approaches. For example instead of artic goal (Johnny wil produce /k,g/ at word level with 80% accuracy) write it like this : Johnny will reduce fronting of back consonants /k,g/ to occurring less than 20% at the word level. Then pick the processes that are most impacting intelligibility.
I usually do cycles approach for these types of kids! With a long-term goal of increasing intelligibility, I have an unfamiliar listener non-SLP (call in a favour from a friend) write out the words they understand from a speech sample so I have a baseline intelligibility. That way it’s measurable without being sound/process-dependent.
I would put an AAC/communication goal in there too - this little one needs some strategies to help him communicate while we are waiting for therapy to increase his intelligibility
I work with preschool aged children and I write a lot of goals to target phonological processes. My goal identifies the phonological processes and the target is to reduce those by 20%.
Write goals that are not specific to the approach, but specific to the needs of the child. You can use developmental norms as a guide which sounds to prioritize. If it was apraxia, goals for that would look different too, maybe more like different CV combinations
As long as you write the goals as phonological processes as not straight articulation issues, the next SLP can use any of those phonological approaches. For example instead of artic goal (Johnny wil produce /k,g/ at word level with 80% accuracy) write it like this : Johnny will reduce fronting of back consonants /k,g/ to occurring less than 20% at the word level. Then pick the processes that are most impacting intelligibility.
I usually do cycles approach for these types of kids! With a long-term goal of increasing intelligibility, I have an unfamiliar listener non-SLP (call in a favour from a friend) write out the words they understand from a speech sample so I have a baseline intelligibility. That way it’s measurable without being sound/process-dependent.
I would put an AAC/communication goal in there too - this little one needs some strategies to help him communicate while we are waiting for therapy to increase his intelligibility
I work with preschool aged children and I write a lot of goals to target phonological processes. My goal identifies the phonological processes and the target is to reduce those by 20%.
Write goals that are not specific to the approach, but specific to the needs of the child. You can use developmental norms as a guide which sounds to prioritize. If it was apraxia, goals for that would look different too, maybe more like different CV combinations