Speech Language PLAAFP Document
Special Education Services
Speech-Language PLAAFP & Draft Goals
Draft Document
Student Name
Student (Draft)
Evaluation Date
August 2026
Estimated Grade
Preschool (Early Childhood)
Home Language
English & Spanish
Evaluation Context: Referred due to developmental expressive language concerns. Due to young age and limited verbal output, assessment was completed via parent interview, clinical observation, and an informal play-based evaluation rather than standardized testing.
Present Levels: Expressive Language Domain
Domain 1
Observed Strengths
- Points consistently to request desired objects.
- Pairs pointing with vocalizations ("uh oh").
- Uses head nods, shakes, and finger wags to say "no".
- Imitated the word "blue" during structured play.
- Home spoken words: "come on", "stop", "no", "more".
Areas of Concern / Needs
- No consistent spontaneous functional words at school.
- Verbalization limited to babbling and squealing.
- Relies heavily on nonverbal/gestural strategies.
- Limited verbal mimicry restricted to movie scenes.
Clinical Summary: Student exhibits a severe expressive language delay with limited spoken vocabulary of functional words in unfamiliar settings. While his gestural vocabulary is well-developed (including two-point gaze, head movements, and clapping), his verbal expressive performance is characterized by vocalizations like "ga," "go," "wow," and "woah." He requires scaffolding to translate nonverbal intent into speech approximations.
Present Levels: Receptive Language Domain
Domain 2
Observed Strengths
- Matches puzzle shapes (circle, star, heart) accurately.
- Sorts distinct categories (dinosaurs vs. blocks) on request.
- Follows simple one-step directions with combined cues.
- Highly focused on visual-spatial problem solving.
Areas of Concern / Needs
- Initially required maximal verbal and visual cueing.
- Unable to identify common colors, animals, or numbers.
- Does not independently count (counts to 5 with support).
- Difficulties following household directions at home.
Clinical Summary: Student has emerging receptive language skills supported by robust nonverbal, visual-spatial reasoning. He learns routines rapidly when visual and physical models are paired with simple verbal commands. However, he lacks receptive knowledge of basic preschool vocabulary concepts (colors, letters, animals, basic quantities) and requires explicit instructions.
IEP PLAAFP & Draft Goals Summary Page 1 of 2
Present Levels & Draft IEP Goals (Cont.)
Student Name: Student (Draft)
Present Levels: Pragmatic (Social) Language Domain
Domain 3
Social Play & Reciprocity: Significant initial hesitation and anxiety around unfamiliar adults (hiding behind mother, squinting, looking away). However, upon introduction of preferred materials (blocks), he successfully separates and engages. When comfortable, he demonstrates joint attention, smiles, shares enjoyment, participates in brief turn-taking, and imitates physical actions with stretchy toys. He enjoys peer play at home after warming up.
Sensory & Repetitive Behaviors: Strong interest in repetitive play routines (repeatedly stacking/knocking down blocks; completing the same puzzle). When excited, he occasionally displays hand flapping, body shaking, high-pitched squealing, and repetitive motor actions. He mimics/imitates scenes from movies.
Impact of Disability on Educational Performance
Student’s speech-language impairment in expressive, receptive, and pragmatic language directly impacts his capacity to participate in early childhood routines, communicate wants/needs, and follow educator directions. Absent a functional spoken language system, he experiences low frustration thresholds. When unable to communicate or cope with transitions, he exhibits dysregulation behaviors (clenching jaw/fists, body shaking, crying, thigh-slapping, screaming). These communication barriers restrict independent learning, block peer play, and limit interaction with unfamiliar school staff.
Articulation, Voice, and Fluency Status
Due to limited spontaneous verbal output, a standard assessment of speech-sound production, vocal quality, or fluency is not possible. Evaluator noted vocalizations/word approximations but insufficient running speech for diagnostic purposes. Articulation, voice, and fluency will continue to be monitored as spoken vocabulary expands.
Draft Measurable Annual IEP Goals
1-Year Term
Goal 1: Expressive Language (Functional Requesting) Baseline: Gestures Only
By August 2027, when given a choice between 2 objects or activities during a structured routine, Student will communicate a choice using a spoken functional word, word approximation, or distinct symbolic gesture (e.g., formal sign, targeted point) in 4 of 5 opportunities over 3 consecutive tracking sessions.
Goal 2: Receptive Language (One-Step Directions) Baseline: Needs Max Cues
By August 2027, when given a simple, familiar 1-step classroom or play directive (e.g., "put in", "clean up", "give me") paired with a visual cue, Student will successfully comply within 10 seconds with no more than 1 verbal reminder in 80% of trials across 3 weeks.
Goal 3: Pragmatic Language (Social Play Reciprocity) Baseline: Repetitive Solo Play
By August 2027, during a structured 5-minute play routine, Student will participate in at least 3 consecutive back-and-forth cooperative play turns (e.g., rolling toy car alternately, stacking blocks alternately) with physical modeling and minimal verbal coaching in 4 of 5 opportunities.
Recommended Early Childhood Accommodations
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Use physical objects/pictures to provide choice arrays (max of 2 options).
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Provide visual schedules & visual warnings 5 mins prior to transitions.
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Pair simple verbal directions with direct physical modeling.
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Allow repetitive block/puzzle play as a transitional regulatory anchor.
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Provide a quiet, safe space during separation or emotional distress.
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Co-teach and scaffold peer interactions during small play groups.
IEP PLAAFP & Draft Goals Summary Page 2 of 2
