Therapy Goal Builder

By WellNotes Clinical Team. Free, no account needed. Sources checked October 29, 2026. See sources.

What makes a good therapy goal?

A good therapy goal says who will do what, under which conditions, to what measurable criterion, how it will be measured and by when. Example: within 12 weeks, the client will use a coping skill when anxiety is rated 5 or higher in 4 out of 5 opportunities, as measured by a self-report log.

Build a measurable therapy goal

Fill in the parts, or pick a goal from the bank below and edit it. The goal, a short-term objective and a progress note line update as you type. This runs in your browser: nothing is sent or saved.

Discipline

Domain

Who

Timeframe in weeks

Target behavior or skill (start with a verb)

Condition (optional)

Support level (optional)

Measurable criterion

Correct (X)

Opportunities (Y)

Consecutive sessions (optional)

Measured by (optional)

Your goal

Enter a target behavior and a criterion to see the goal.

Each session, document progress toward this goal in a GIRP note with the free GIRP note generator (one free note a day). The G in GIRP is the goal.

SMART goals for therapy

SMART is a goal-writing framework first described by George Doran in 1981. In therapy, each letter maps to a part of the builder:

Specific:: one observable behavior or skill, starting with a verb ("use a coping skill", not "feel less anxious").
Measurable:: a criterion you can count, such as 4 out of 5 opportunities, 80% accuracy or a frequency per week, and the method used to measure it.
Achievable:: a criterion and support level that fit the client's baseline; the short-term objective is the first step.
Relevant:: a goal tied to the client's own priorities and the reason for services.
Time-bound:: a timeframe or review date, so progress can be judged.

Therapy goal examples

Example goals for counseling and mental health therapy, speech therapy and ABA. Use one as a starting point, then individualize the target, criterion and timeframe from your own assessment and baseline data. Banks are no substitute for that step.

Mental health therapy goal examples

Anxiety

Within 12 weeks, when anxiety is rated 5 or higher on a 0 to 10 scale, the client will use a coping skill such as paced breathing in 4 out of 5 opportunities, as measured by a self-report log reviewed in session.
Within 12 weeks, the client will rate daily anxiety at 4 or lower on a 0 to 10 scale on at least 5 of 7 days, as measured by a daily self-rating log.

Depression and mood

Within 10 weeks, the client will complete a planned pleasant or valued activity at least 3 times per week across 4 consecutive weeks, as measured by an activity log.
Within 12 weeks, the client will show a reduction in depressive symptoms of at least 5 points from baseline, as measured by the PHQ-9 at each monthly review.

Emotional regulation

Within 12 weeks, when upset in session or at home, the client will name the emotion and use a calming strategy with no more than one prompt in 4 out of 5 opportunities, as measured by therapist observation and caregiver report.
Within 12 weeks, when angry, the client will use a walk-away or time-out strategy instead of yelling or hitting in 4 out of 5 opportunities, as measured by client and caregiver report.

Coping skills

Within 4 weeks, the client will identify three personal stress triggers and one coping response for each as recorded in a written coping plan, as measured by review of the coping plan in session.
Within 2 weeks, when asked in session, the client will name the warning signs, coping steps and contacts on their written safety plan without prompting in each of 2 consecutive sessions, as measured by safety plan review.

Relationships and communication

Within 8 weeks, during a role-play or a real conflict, the client will use an assertive "I" statement to express a need in 3 out of 4 opportunities, as measured by role-play and client report.
Within 8 weeks, the client will start contact with a friend or family member at least 2 times per week across 4 consecutive weeks, as measured by a client log.

Self-esteem

Within 6 weeks, the client will identify two personal strengths without prompting in each of 3 consecutive sessions, as measured by therapist session notes.

Sleep and daily routine

Within 8 weeks, the client will follow an agreed bedtime routine at least 5 times per week across 3 consecutive weeks, as measured by a sleep diary.
Within 8 weeks, the client will complete daily self-care tasks such as hygiene and regular meals at least 6 times per week across 3 consecutive weeks, as measured by a daily checklist.

Trauma symptoms

Within 12 weeks, when an intrusive memory occurs, the client will use a grounding skill to lower distress in 3 out of 4 opportunities, as measured by a self-report log and in-session distress ratings.

Substance use

Within 12 weeks, the client will use a planned refusal or coping strategy in a high-risk situation in 4 out of 5 opportunities, as measured by client report reviewed in session.
Within 8 weeks, the client will attend a recovery support meeting at least 2 times per week across 4 consecutive weeks, as measured by an attendance log.

Speech therapy goal bank

Articulation and phonology

Within 12 weeks, during structured drill activities, the student will produce /s/ in the initial position of words with 80% accuracy across 3 consecutive sessions, as measured by trial-by-trial data.
Within 24 weeks, the student will produce /r/ in all word positions in sentences with 80% accuracy across 3 consecutive sessions, as measured by trial-by-trial data.
Within 36 weeks, the student will produce target sounds correctly in conversation with 90% accuracy across 3 consecutive sessions, as measured by a speech sample.
Within 12 weeks, given picture cues, the student will produce final consonants in CVC words with 80% accuracy across 3 consecutive sessions, as measured by trial-by-trial data.

Expressive language

Within 12 weeks, during play-based activities, the student will use 3- to 4-word utterances to request items or actions in 8 out of 10 opportunities across 3 consecutive sessions, as measured by clinician data.
Within 16 weeks, given picture prompts, the student will use regular past tense -ed verbs in sentences with 80% accuracy across 3 consecutive sessions, as measured by clinician data.
Within 18 weeks, after listening to a short story, the student will retell a short story including the character, setting, problem and resolution with no more than one visual cue in 4 out of 5 opportunities, as measured by a story retell rubric.
Within 12 weeks, the student will name at least 5 items in a given category, such as animals or foods in 4 out of 5 opportunities, as measured by clinician data.

Receptive language

Within 12 weeks, with familiar objects, the student will follow 2-step directions without gestural cues with 80% accuracy across 3 consecutive sessions, as measured by clinician data.
Within 18 weeks, after listening to the passage, the student will answer who, what and where questions about a short passage with 80% accuracy across 3 consecutive sessions, as measured by clinician data.
Within 12 weeks, given a field of 3 pictures, the student will identify basic concepts such as in, on, under, big and little with 80% accuracy across 3 consecutive sessions, as measured by clinician data.

Pragmatic language

Within 12 weeks, during structured group activities, the student will greet a peer independently in 4 out of 5 opportunities, as measured by clinician observation.
Within 18 weeks, with a peer or adult, the student will stay on a conversational topic for at least 3 turns with no more than one verbal prompt in 4 out of 5 opportunities, as measured by clinician data.

Fluency

Within 18 weeks, during structured conversation, the student will use easy onset or another fluency-enhancing strategy with minimal cues in 8 out of 10 opportunities, as measured by clinician data.
Within 12 weeks, while listening to a recording of their conversation, the student will identify moments of stuttering in their own speech in 4 out of 5 opportunities, as measured by clinician data.

AAC

Within 12 weeks, during snack and play routines, the student will use an AAC device or picture symbols to request preferred items with no more than one model in 8 out of 10 opportunities, as measured by clinician and caregiver data.

Voice

Within 12 weeks, during classroom conversation, the student will use an easy voice at an appropriate volume in 4 out of 5 opportunities, as measured by clinician and teacher observation.

ABA goal examples

Communication (verbal behavior)

Within 12 weeks, when the item is in view but out of reach, the learner will mand for preferred items using words, signs or a picture exchange independently in 8 out of 10 opportunities across 3 consecutive sessions, as measured by trial-by-trial data.
Within 12 weeks, when shown the item or a picture, the learner will tact common items such as cup, ball and shoe independently with 80% accuracy across 3 consecutive sessions, as measured by trial-by-trial data.
Within 12 weeks, the learner will answer social questions such as "What is your name?" independently with 80% accuracy across 3 consecutive sessions, as measured by trial-by-trial data.

Listener responding

Within 12 weeks, given a vocal instruction, the learner will follow one-step instructions within 5 seconds without prompts in 8 out of 10 opportunities across 3 consecutive sessions, as measured by trial-by-trial data.

Imitation and matching

Within 8 weeks, when told "do this", the learner will imitate gross motor actions modeled by an adult independently with 80% accuracy across 3 consecutive sessions, as measured by trial-by-trial data.
Within 8 weeks, given a field of 3, the learner will match identical pictures independently with 80% accuracy across 3 consecutive sessions, as measured by trial-by-trial data.

Social and play skills

Within 12 weeks, the learner will respond to a peer greeting within 5 seconds independently in 4 out of 5 opportunities, as measured by probe data.
Within 12 weeks, the learner will take turns with a peer during a structured game with no more than one verbal prompt in 4 out of 5 opportunities, as measured by probe data.

Daily living skills

Within 16 weeks, following a task analysis, the learner will complete all steps of handwashing independently with 100% accuracy across 3 consecutive sessions, as measured by task analysis data.
Within 16 weeks, following a task analysis, the learner will put on a shirt and pants with no more than one gestural prompt completing at least 90% of steps across 3 consecutive sessions, as measured by task analysis data.

Replacement behavior

Within 12 weeks, when presented with a non-preferred task, the learner will request a break using a break card or the words "break, please" independently in 8 out of 10 opportunities across 3 consecutive sessions, as measured by frequency data.
Within 12 weeks, when told "wait", the learner will wait up to 2 minutes for a preferred item without problem behavior in 4 out of 5 opportunities, as measured by trial data.

Behavior reduction

Within 16 weeks, the learner will engage in aggression (as operationally defined in the behavior plan) no more than 2 times per week across 4 consecutive weeks, as measured by frequency data.
Within 16 weeks, the learner will engage in elopement (as operationally defined in the behavior plan) no more than 1 time per week across 4 consecutive weeks, as measured by frequency data.

Self-management and transitions

Within 12 weeks, given a 2-minute warning and a visual schedule, the learner will move to the next activity within 1 minute without problem behavior in 4 out of 5 opportunities, as measured by probe data.
Within 12 weeks, during independent work, the learner will self-monitor on-task behavior using a checklist matching staff ratings on at least 80% of intervals, as measured by self-monitoring and staff interval data.

Where do goals go in the record?

Goals and objectives live in the treatment plan, IEP or behavior plan, and each session note then reports progress against them using the same measure. For condition-specific wording, see the anxiety treatment plan goals and objectives and the depression treatment plan example. If you do not write GIRP notes, track the same goal in the free therapy progress note generator.

For ABA, a behavior-reduction goal works best next to a replacement behavior, so pair a behavior-reduction goal with a behavior intervention plan.

Frequently Asked Questions

What are SMART goals in therapy?

SMART stands for specific, measurable, achievable, relevant and time-bound, a framework first described by George Doran in 1981. In therapy it means a goal names an observable behavior or skill, a criterion that can be counted, and a timeframe, and that it fits the client's own priorities and the treatment plan.

What are some examples of therapy goals?

Mental health: the client will complete a planned valued activity at least 3 times per week across 4 consecutive weeks, as measured by an activity log. Speech: the student will produce /s/ in the initial position of words with 80% accuracy across 3 consecutive sessions. ABA: the learner will mand for preferred items independently in 8 out of 10 opportunities. The goal bank below has more for each discipline.

What is the difference between a goal and an objective?

A goal is the longer-term outcome. Objectives are shorter-term, measurable steps toward it, often with more support, a lower criterion or a shorter timeframe. This builder drafts one objective a step below the goal so you can edit it.

How do I write speech therapy goals?

Base the goal on assessment and baseline data, then state the target skill, the condition (for example, given picture cues or in conversation), the criterion (such as 80% accuracy across 3 consecutive sessions), the support level and the measurement method. ASHA notes that goal banks can encourage vague, generic goals, so use the examples here only as a starting point and individualize each one.

How do I document progress toward a goal?

Record the data that matches the goal's criterion in each session: the count, percentage or frequency, the support level used and a status such as emerging, progressing or met. The builder gives an example progress note line with blanks to fill in.

Is what I enter saved?

No. The builder runs only in your browser, keeps what you type in memory on this page, and sends nothing to WellNotes. It clears when you reload or leave, so copy your goals first.

Planning and documentation

Sources

ASHA Practice Portal: Documentation in Schools
ASHA Perspectives (2017): Writing measurable and academically relevant IEP goals
eCFR: 34 CFR 300.320, definition of individualized education program (measurable annual goals)
BACB: Ethics Code for Behavior Analysts
Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35-36

For documentation support, not clinical advice. The builder assembles the parts you choose into goal wording; it does not assess the client or decide what a goal should be. Goal bank entries are general examples to individualize from your own assessment and baseline data, and your payer, district or agency may require a specific format. Entries stay in your browser and are not sent or stored.