The goals to meet the needs of false student, Rizzo Lizo, are: In order to be successful in fifth grade, Rizzo will be able to go from remembering one word and one sequential number to remembering three words and numbers in sequence, measured by monitoring and recording progress. To be successful in fifth grade, Rizzo will be able to say two syllables fluently 30% to 50% of the time, as measured by tracking and recording progress. The first objective helps the student improve his short-term memory. Sublette writes goals that focus on taking multiple items and remembering one (Sublette, n.d.). The objective above takes an object and increases its instance. Using Sublette's objective increases rigor after the student has learned to increase their memory capacity. The National Dissemination Center (NICHCY) states that one of the areas affected by students with traumatic brain injuries is memory (NICHCY, 2012). Memory is important because it is the fundamental element of learning. Without remembering knowledge, there is no point in learning new information. Interestingly, Jasmin notes that a common treatment for mild to moderate memory loss is cognitive therapy which is usually performed through a speech-language pathologist (SLP) (Jasmin, 2013). This indicates that the majority of Rizzo's services should be through the SLP. Therefore, the reason this is an important goal is because it can expand the work the SLP is doing within the classroom. The second objective focuses on speech. NICHCY states that one of the areas that students with traumatic brain injury (TBI) struggle is speaking (NICHCY, 2012). This would make sense if the child with TBI had suffered an injury to Broca's area. Damage to Broca's area causes aphasia. However, Chudler also notes that damage to the arcuate fasciculus (a bundle of fibers