Putting insurance and school guidelines aside, I think progress for PWS is best measured qualitatively. Changes in attitudes and perceptions can not be measured in fractions or percentages. Even changes in severity can not accurately be described by numbers because that is assuming that severity is only based on frequency, with no emphasis on the type of disfluency and the amount of struggle and tension. With all that being said, there are reasons beyond our control that we do need to report some numbers. I do my best to use goals that are measurable so that they will meet the standards to receive insurance coverage or to be included in individualized education plans (IEPs) at schools. However, always back up all your "numbers" with qualitative information to create an accurate picture of the client and their progress.
The file below contains some sample goals that I typically use with school-aged children, adolescents, and adult clients. The goals that are included primarily follow a stuttering modification and avoidance reduction therapy approach, however I included a few fluency shaping goals that I use with pre-school/early elementary aged children as examples for therapists and clients that are using that type of approach.
It is important that these goals are adapted to meet the age and cognitive level of the client, as well as consider the client's baseline information.
Have any suggestions on goals not included in this list? Share with us below!