SPECIFIC OBJECTIVES ACCORDING TO LANGUAGE LEVEL

 PHONOLOGICAL
 Strengthen non-verbal auditory discrimination
 Achieve adequate auditory discrimination of pairs of minimal phonological contrast.
 Production of words with C+V syllabic structure
 Production of words with a C+V+C syllabic structure
 Production of words with a C+V+V syllabic structure
 Production of words with a C+C+V syllabic structure
 Production of rising vowel diphones
 Production of decreasing vowel diphones
 Production of consonantal diphones
 Achieve adequate production of phonemes in trabant position.
 Production of disyllabic words with simple structure
 Production of trisyllabic words with simple structure
 Production of trisyllabic words with complex structure
 Production of polysyllabic words with simple structure
 Production of polysyllabic words with complex structure
 Achieve syllabic segmentation of disyllables
 Achieve syllable segmentation of trisyllables
 Achieve syllabic segmentation of polysyllables
 Achieve initial syllable identification in trisyllables
 Achieve final syllable identification in trisyllables
 Achieve initial syllable identification in polysyllables
 Achieve final syllable identification in polysyllables
 Achieve initial sound identification in trisyllables
 Achieve final sound identification in trisyllables
 Achieve initial sound identification in polysyllables
 Achieve final sound identification in polysyllables
 Achieve medial syllable identification in trisyllables.
 Achieve initial syllable recognition in trisyllables
 Achieve final syllable recognition in trisyllables
 Achieve initial syllable recognition in polysyllables
 Achieve final syllable recognition in polysyllables
 Achieve initial sound recognition in trisyllables
 Achieve final sound recognition in trisyllables
 Achieve initial sound recognition in polysyllables
 Achieve final sound recognition in polysyllables
 Achieve medial syllable recognition in trisyllables
 Achieve comparison of words that begin with the same vowel phoneme
 Achieve comparison of words that end with the same vowel phoneme
 Achieve comparison of words that begin with the same consonant phoneme
  Achieve comparison of words that end with the same consonant phoneme
 Execute non-verbal practices (logotomas)
 Execute verbal praxias (logotomas)

 PHONETIC-PHONOLOGICAL LEVEL
 Achieve non-verbal auditory discrimination.
 Achieve articulatory point of isolated phoneme /s/.
 Produce allophone /s/ in isolation.
 Produce allophone /s/ in logotomes.
 Produce allophone /s/ in direct syllable.
 Produce allophone /s/ in words in initial position.
 Produce allophone /s/ in words in medial position.
 Produce allophone /s/ in words in final position.
 Strengthen the articulation of allophone /f/ in words in initial position.
 Strengthen the articulation of allophone /f/ in words in medial position.
 Strengthen the articulation of allophone /f/ in words in final position.
 Achieve correct articulation of vocalic diphones
 Achieve production of consonantal diphones /xr/
 Auditory discrimination of the allophone “rr”
 Recognition of the articulatory point of the phoneme /rr/
 Articulate phoneme /rr/ in isolation
 Articulate phoneme /rr/ in direct syllable
 Articulate phoneme /rr/ in logotomes.
 Articulate phoneme /rr/ in words
 Articulate phoneme /rr/ in sentences.

 MORPHOSINTACTIC
 Sort logical sequences
 Understand simple commands
 Understand semi complex orders
 Understand complex orders
 Identify adverbs of time (today, yesterday, tomorrow)
 Produce adverbs of time (today, yesterday, tomorrow)
 Identify temporal-spatial concepts (in front, behind; before, after; first, last)
 Achieve recognition of definite and indefinite articles.
 Strengthen the use of definite and indefinite articles
 Achieve recognition of personal pronouns
 Strengthen the use of personal pronouns
 Achieve recognition of possessive pronouns
 Strengthen the use of possessive pronouns
 Achieve recognition of personal pronouns
 Strengthen the use of demonstrative pronouns
  Achieve understanding of interrogative pronouns (Who?, Who?).
 Strengthen use of verb tenses.
 Achieve recognition of possessive adjectives.
 Strengthen the use of possessive adjectives.
 Achieve understanding of orders of two elements
 Achieve understanding of orders of three elements
 Achieve simple sentence structuring (S+V+O form)
 Achieve correct use of conjunctions and/or.

 SEMANTIC
 Identify objects by use and function
 Naming objects by use and function
 Identify basic semantic categories
 Nominate basic semantic categories
 Identify complex semantic categories
 Naming complex semantic categories
 Relate objects by use and function
 Semantically relate object-object
 Semantically relate object-action
 Identify and establish similarities between objects
 Achieve logical reasoning
 Understand figurative language
 Increase lexical fluency
 Identify visual absurdities
 Fix visual absurdities
 Identify verbal absurdities
 Repair verbal absurdities
 Achieve relationship by similarity

 PRAGMATIC
 Select conversational topic
 Increase interest in starting a conversation
 Maintain conversational topic
 Respect taking turns
 Respond coherently to the conversational topic
 Generate relevant feedback in relation to the conversational topic and the context
 Increase intelligibility of your statements
 Properly use intonation patterns
 Achieve variations in intonation
 Obtain an adequate proxemic according to the communicative situation
 Maintain appropriate body posture in relation to communication style
  Achieve adequate facial expression in relation to the expression of feelings and emotions
 Achieve inferences

 PRECURSOR CONTENT
 Achieve attention to visual stimuli
 Achieve attention to auditory stimuli
 Achieve object permanence
 Achieve perception of your body
 Identify familiar objects
 Identify body parts
 Identify parts of the face
 Identify animals
 Identify means of transportation
 Identify sounds of means of transportation
 Identify parts of the house
 Identify clothing items
 Identify professions
 Identify semi-complex categories
 Identify fruits
 Identify colors
 Name body parts
 Name parts of the face
 Nominate animals
 Nominate means of transport
 Nominate fruits
 Nominate colors
 Categorize coarse semantic fields
 Achieve recognition of opposites
 Nominate opposites
 Relate part-whole
 Achieve semantic associations.
 Achieve understanding of simple commands
 Achieve understanding of semi-complex orders
 Recognize visual absurdities
 Recognize verbal absurdities.

 PRECURSOR FORM
 Achieve animal sound discrimination
 Achieve discrimination of ambient sounds
 Achieve discrimination of nature sounds
 Achieve discrimination of body sounds
 Achieve verbal sound discrimination
 Achieve gesture imitation
 Achieve sound imitation
 Achieve disyllable imitation
  Achieve Trisyllable Imitation
 Achieve disyllable production
 Achieve production of trisyllables
 Achieve production of simple polysyllables
 Achieve word segmentation
 Achieve understanding of simple sentences
 Achieve understanding of semi-complex sentences
 Achieve use of holophrases
 Achieve use of simple sentences
 Achieve recognition of adverbs of place ( There, Here, Here, In Front, Above, Below, Near,
Far, Above, Below)
 Use adverbs of place.
 Achieve recognition of personal pronouns (he, the, she, them,)
 Achieve recognition of Demonstrative pronouns (that, this, that, this, this, that)
 Achieve recognition of Possessive pronouns (yours, his, his)
 Achieve recognition of Numeral pronouns (cardinal, ordinal)
 Achieve recognition of Indefinite pronouns (identidi (same, other) quantifi (a lot, little)
existential (someone, none, anyone).
 Achieve recognition of Interrogative pronouns (who, what development, which)
 Achieve recognition of Exclamatory pronouns (like, that)
 Achieve recognition of Relative pronouns (which, which).
 Achieve use of pronouns…
 Recognize gender
 Recognize number
 Recognize verb tenses
 Achieve recognition of Demonstrative adjectives (this, this, this, that, that, that, these,
these, those, those)
 Achieve recognition of Possessive adjectives (yours, mine, yours, mine, yours)
 Achieve recognition of Numeral adjectives (cardinals, ordinals)
 Achieve recognition of Indefinite adjectives (some, some, much, several, little, few, any,
 Achieve use of adjectives…
 Achieve recognition of prepositions
 Achieve use of prepositions.
 Achieve recognition agent argument
 Achieve recognition argument theme
 Achieve recognition argument instrument
 Achieve recognition argument location

 PRECURSOR USE
 Achieve communicative intent
 Achieve eye contact.
 Achieve proper posture.
 Achieve facial expression.
 Achieve understanding of emotions
  Get signaling
 Achieve non-verbal turn-taking
 Achieve verbal turn taking
 Achieve joint attention
 Achieve topical initiation
 Achieve topic maintenance
 Achieve topic change appropriately
 Able to finish the topic appropriately
 Achieve recognition of breaks
 Achieve repair of breaks
 Improve prosody

 PSYCHOLINGUISTIC SKILLS
 Achieve sustained attention
 Achieve focused attention
 Achieve selective attention
 Achieve divided attention
 Achieve visual memory
 Achieve auditory memory
 Achieve visual association.
 achieve auditory association
 achieve grammatical integration
 achieve visual integration

 NARRATIVE SPEECH
 Achieve correct order of temporal sequences
 Narrate based on temporal sequences
 Identify main ideas in a story Achieve correct order of temporal sequences
 Identify main context of a story
 Identify main characters in a story
 Identify main theme of a story
 Identify main context of a story
 Identify the superstructure of the story (Presentation, Episode and Ending)
 Identify the macrostructure of the story (global coherence)

 PRAXIAS
 Perform isolated non-verbal lip praxias.
 Perform isolated verbal lip praxias
 Perform sequenced non-verbal lip praxias
 Perform verbal sequenced lip praxias
 Perform isolated non-verbal lingual praxis
  Perform isolated verbal lingual praxias.
 Perform sequenced verbal lingual praxias.

 PREARTICULATORY FUNCTIONS
 BLEW IT:
Blow out different objects (paper, balls, whistles, candles)
Blow in different directions.
Blow slowly and steadily
Blow strong and steady
Blow slowly and briefly
Blow hard and briefly
 BREATHING:
Acquire costodiaphragmatic respiratory type
Acquire nasal breathing mode.
Eliminate the habit of oral breathing, automating the correct respiratory type.
 CHEWING
Chew with your mouth closed.
Achieve bilateral and coordinated chewing.
Adjust the rhythm of chewing.
 SWALLOWING
Achieve an adequate swallowing pattern
Correct positioning of the tongue at the beginning of swallowing
Elevation of the dorsum of the tongue
Adaptation of the tongue to the palate without lateral widening.
Control normal swallowing.
Elimination of lip sucking.
Suppression of perioral contraction
Automation of normal swallowing.
Swallowing with liquids
Swallowing with semisolids
Swallowing with solids.

SPEAK (ONLY CHANGE ALLOPHONE)

 Achieve identification of the oral body scheme

 Correctly achieve non-verbal lingual praxias
 Achieve verbal auditory discrimination /r/ vs /l/
 Achieve articulatory point of the allophone /r/, /rr/
 Properly produce allophone /r/, /rr/ in indirect syllable
 Properly produce allophone /r/, /rr/ in direct syllable initial, medial and trabant position.
 Properly produce allophone /r/ /rr/ in words
 Properly produce allophone /r/, /rr/ in sentences
 Generalize the articulation of the allophone /r/, /rr/ in spontaneous speech.