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Parent's Academy › Learning Disabilities › Autism › Speech and Language Goals for Autistic Kids

Speech and Language Goals for Autistic Kids

Stacie bennett.

Speech-Language Pathologist , Trenton , New Jersey

Feb 12, 2022 There are several key developmental areas that speech therapists should be targeting when working with children who are on the autism spectrum.

When I’m at my private speech therapy practice, parents who have a child with autism always bring in their child’s IEP and have me look at the goals and objectives. This usually occurs when their child stops making progress and they are concerned that goals are unattainable or inappropriate for the needs of their kid. 

IEP goals for autism

The goals can be broken down into categories:

• Joint attention
• Social reciprocity (give and take during conversational tasks)
• Language and related cognitive skills
• Behavioral and emotional regulation

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After your IEP meeting, your report should list each goal with a measurable component to it. This means, that at the end of a marking period, trimester, or year, the child should be meeting certain characteristics of that goal.

For example, if the goal is to have your child sit during story time, a short-term goal might be that for 5 minutes of story time three times a week your child will sit and pay attention with moderate verbal or tactile (touch) cues. The long-term goal might be to have your child sit for 20 minutes of story time five times a week with minimal cues. 

IEP Speech and Language Goals

These goals should also be broken up depending on age. A one-year-old is not going to be able to sit for 20 minutes of story time with minimal cues by the end of the school year.

However, a three-year-old should be able to do that goal successfully. Of course, other disabilities or cognitive issues will play a role in how fast your child meets any educational goal that is placed in his/her IEP.

1. Joint Attention

Joint attention is the shared focus of two or more individuals on an object, action, or event. It involves the ability to coordinate attention between oneself, another person, and an object or event in the environment. For example, when a child points to a toy and looks to their parent to share interest, or when two people look at each other while discussing a topic, they engage in joint attention . It is an important skill for social interaction, language development , and learning.

Your child’s IEP can include some or all of these goals:

• Responding to a caregiver’s voice.
• Shifting gaze between people and objects.
• Recognizing and describing emotional states of self and others.
• Commenting to share enjoyment and interests.
• Understanding what others are indicating with gaze and gestures.
• Using emotions of others to guide behavior in social interactions (e.g., selecting topics based on another’s preferences, praising others, sharing empathy).

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2. Social Reciprocity

This is another way to say the give and take in a social interaction. We know how to respond to other people’s interests and responses. Children who are on the spectrum do not have that instinctual notion.

Here are some examples of goals that could be included in the social reciprocity section of an IEP:

• Maintaining interactions by taking turns.
• Initiating bids for interaction.
• Recognizing and attemptin g to repair breakdowns in communication.
• Engaging in topic maintenance (e.g., providing expansion comments).
• Initiating and maintaining conversations that are sensitive to the social context and the interests of others.
• Maintaining conversational exchanges with a balance between comments and requests for information.

3. Language and Related Cognitive Goals

Language and cognition goals are anything that has to do with the understanding and use of the child’s native language. This can also include nonverbal communication, such as gesturing.

Here are some examples of language and cognitive goals:

• Using a range of gestures to share intentions (e.g., giving, showing, waving, pointing),
• Pairing vocalizations with gestures to share intentions,
• Turning pages and pointing to pictures in books,
• Understanding and using more creative combinations of words,
• Understanding sequence of events in stories, attending to beginning and rhyming sounds , and naming alphabet letters,
• Enacting social sequences in a representational manner by incorporating themes or modifications introduced by others (e.g., role-playing and visualizing an event before it takes place),
• Demonstrating story grammar knowledge , decoding, and letter–sound correspondence and expanding literacy skills (e.g., reading comprehension and written expression),
• Problem-solving, self-monitoring , goal-directed behavior (i.e., executive functioning).

4. Behavioral and Emotional Regulation

This is one of the hardest areas for children who are on the spectrum to master because it’s the core of their diagnosis. This area relates to your child’s ability to understand his/her emotions, process them, communicate what they are feeling, and learn how to cope with the emotions they are experiencing.

Sample behavioral and emotional goals can include:

• Protesting undesired activities,
• Requesting a soothing activity when distressed,
• Expressing one’s emotional state and the emotional state of others,
• Using language to talk through transitions across activities,
• Perceiving one’s actions within social events and predicting social behavior in others in order to self-monitor,
• Negotiating and collaborating within interactions with peers.

Again, these are examples of goals that can be implemented in your child’s IEP. Make sure they are using goals that relate to your child’s areas of weaknesses and are attainable within a school term. Most of the goals that are suggested for this disorder need to be addressed in the home setting, as well. The more exposure they have to practice the goal, the quicker they will reach it. 

Functional communication goals for autism

Functional communication is the way to break down barriers to a child’s independence. This means communicating wants and needs and when socializing with others. There are at least 50 functional communication goals to work on for kids of all ages and abilities, so make it a part of your daily conversation so that it doesn’t seem like lecturing or teaching. The IEP goals for autism in preschool should be specifically for your child and appropriately attainable.

Try and be as patient as possible and ask your therapist for a list of activities that you can address and target in the home environmen t. Finally, don’t shy away from activities in the community. This will be an integral part of your child addressing and sort of social deficit!

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The author’s views are entirely his or her own and may not necessarily reflect the views of Blub Blub Inc. All content provided on this website is for informational purposes only and is not intended to be a substitute for independent professional medical judgement, advice, diagnosis, or treatment. Always seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on this website.

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If you want to save yourself time writing your IEP’s you’ve come to the right place. Here is a 432+ free IEP goal bank to make your life easier writing your speech therapy goals and to save you time.

IEP Goal Bank for Speech Therapy Goals

Articulation, functional life skills, expressive language, receptive language, auditory discrimination, phonological awareness, social skills/pragmatics.

• Augmentative Alternative Communication (AAC)

Figurative Language

Written language, intelligibility, speech therapy goals for articulation.

Given 20 sounds and a verbal prompt or model , STUDENT will articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sounds, STUDENT will independently  articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently  articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities.  

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities.  

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will independently  articulate the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will independently retell the story by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will independently  answer WH questions by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will independently articulate the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will self-monitor  articulation of the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a classroom discourse, STUDENT will generalize  articulation of the sound(s) of / / in all positions of words at the conversational level  outside of the therapy setting with 80% accuracy in 4 out of 5 opportunities. 

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Speech therapy goals for phonology.

• Substitution
• Assimilation
• Syllable Structure

-Substitution

Given a picture or object to describe, STUDENT will  produce age-appropriate bilabial  (i.e., /p, b, m/) and alveolar sounds  (i.e., /t, d, n)   in  words  to reduce the process of backing  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce velar sounds (i.e., /k, g/)   in  words  to reduce the process of fronting  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants /r, l/ instead of /w, j/  in  words  to reduce the process of gliding  (i.e., “wabbit” for “rabbit”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce stop sounds (i.e., /t, p/)   in  words  to reduce the process of stopping  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the sounds /l, er/  in  words  to reduce the process of vowelization  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes in  words  to reduce the process of affrication  (i.e., using /ch or j/ for non-affricate “ jime ”  for “dime”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the sounds /ch, j/  in  words  to reduce the process of deaffrication  (i.e., replacing /ch or j/ for fricative or stop “ships”  for “chips”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the alveolar sounds   in  words (t, d, n)   to reduce the process of alveolarization  (i.e., using alveolar for non-alveolar “tan”  for “pan”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the palatal sounds   in  words (sh, zh)   to reduce the process of depalatalization  (i.e., using non-palatal for palatal “fit”  for “fish”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the labial sounds in  words (p, b)   to reduce the process of labialization  (i.e., using labial for non-labial “pie”  for “tie”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

-Assimilation

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of labial assimilation   (i.e., using labial /p, b, m,w/ for non-labial “ peb ” for “pen”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of velar assimilation   (i.e., using velar /k, g, ng/ for non-velar “kug” for “cup”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of nasal assimilation   (i.e., using nasal /m, n, ng/ for non-nasal “mom” for “mop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of alveolar assimilation   (i.e., using alveolar /t, d, n, l, s, z/ for non-alveolar “tot” for “toss”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the nasal sounds in  words (m, n)   to reduce the process of denasalization  (i.e., using non-nasal for nasal “doze”  for “nose”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the final voiced consonants in  words (b, d)   to reduce the process of final consonant devoicing  (i.e., using voiceless final consonant for voiced final consonant “pick” for “pig”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the correct phoneme in  words  to reduce the process of coalescence  (i.e., using two phonemes for one phoneme that has similar features “foon” for “spoon”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all the phonemes  in  words  to reduce the process of reduplication  (i.e., when complete or incomplete syllable is repeated “baba” for “bottle”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

-Syllable Structure

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of cluster reduction  (i.e., “top” for “stop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants in the initial position of words  to reduce  initial consonant deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. 

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants in the  medial position of words  to reduce  medial consonant deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants in the  final position of words  to reduce final consonant deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all syllables in two-syllable and 3-syllable words  to reduce  weak syllable deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce only the phonemes in the word to reduce  epenthesis  (i.e., adding the “uh” sound between two consonants “bu- lue ” for “blue”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Deaf / Hard of Hearing

Given a hearing amplification system, STUDENT will  wear it consistently  and transport the teacher unit to all classroom teachers  with 80% accuracy in 4 out of 5 opportunities. 

Given a hearing amplification system, STUDENT will  recharge it daily  at  the end of the school day ready for the next school day  with 80% accuracy in 4 out of 5 opportunities. 

Given a hearing amplification system, STUDENT will  advocate  with  Speech Therapist or classroom teacher  if there are any problems with the hearing amplification system with 80% accuracy in 4 out of 5 opportunities. 

Given hearing aids, STUDENT will  clean and dry ear molds  using the appropriate materials (i.e., soap, pipe cleaners, towels) once a week  with 80% accuracy in 4 out of 5 opportunities. 

Given hearing aids, STUDENT will  detect a weak battery  and  change the battery  as needed with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Stuttering

• Desensitization
• Stuttering Modifications Techniques
• Fluency Shaping Techniques
• Secondary Behaviors

-Desensitization

Given 15 sentences with “bumpy” or “smooth” speech, STUDENT will identify if the  clinician’s speech  is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities.

Given a 2 minute tape-recording of HIS/HER reading or conversational speech with “bumpy” or “smooth” speech, STUDENT will identify if HIS/HER speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities. 

Given 15 sentences with fast or slow speech, STUDENT will identify if the  clinician’s speech  is fast or slow with 80% accuracy in 4 out of 5 opportunities.   

Given a 2 minute tape-recording of HIS/HER reading or conversational speech with fast or slow speech, STUDENT will identify if  HIS/HER speech  is fast or slow with 80% accuracy in 4 out of 5 opportunities. 

Given 15 sentences with random disfluencies, STUDENT will identify the disfluencies in the clinician’s speech with 80% accuracy in 4 out of 5 opportunities. 

Given a 2 minute tape-recording of HIS/HER reading or conversational speech with random disfluencies, STUDENT will identify the disfluencies in  HIS/HER speech with 80% accuracy in 4 out of 5 opportunities.

-Stuttering Modifications Techniques

Given knowledge, examples, and information about stuttering modification techniques (cancellation, pull-out, preparatory set), STUDENT will name and describe each stuttering modification technique  with 80% accuracy in 4 out of 5 opportunities.

Given 20 words, STUDENT will use the cancellation method to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the cancellation method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the cancellation method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the cancellation method to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the cancellation method to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the pull-out method to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the pull-out method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the pull-out method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the pull-out  method to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities.   

Given a conversational topic, STUDENT will use the pull-out  method to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the preparatory set method to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the preparatory set method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the preparatory set method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the preparatory set method to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities.   

Given a conversational topic, STUDENT will use the preparatory set method to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

-Fluency Shaping Techniques

Given knowledge, examples, and information about fluency shaping techniques (easy onset, light articulatory contact, slow rate), STUDENT will name and describe each fluency shaping technique  with 80% accuracy in 4 out of 5 opportunities.

Given 20 words, STUDENT will use the easy onset technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the easy onset technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the easy onset technique to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the easy onset technique  to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the easy onset technique  to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the light articulatory contact technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the light articulatory contact technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the light articulatory contact technique  to minimize disfluencies at the  sentence level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the light articulatory contact technique  to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the light articulatory contact technique  to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the slow rate technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the slow rate technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the slow rate technique  to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the slow rate technique  to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the slow rate technique  to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

-Secondary Behaviors

Given knowledge, examples, and video of oneself, STUDENT will identify and name  each of their  secondary behaviors  with 80% accuracy in 4 out of 5 opportunities.

Given a structured activity, STUDENT will identify and reduce  each of their  secondary behaviors  with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will identify and reduce  each of their  secondary behaviors  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Life Skills

• Conversation
• Social Skills

Given a functional symbol (cooking, community , safety, etc.), STUDENT will  match identical symbols  given a choice of 4 options wit 80% accuracy in 4 out of 5 opportunities.

Given a functional symbol (cooking, community , safety, etc.), STUDENT will  match symbols to actual objects  with 80% accuracy in 4 out of 5 opportunities.

Given a functional classroom symbol, STUDENT will demonstrate knowledge of the symbol by performing an action or going to the appropriate place when shown a symbo l  with 80% accuracy in 4 out of 5 opportunities.

Given a simple verbal directive (sit, stand, give, go), STUDENT will demonstrate knowledge of verbal directive by performing the action  with 80% accuracy in 4 out of 5 opportunities.

Given 10 pictures or objects for 2 different categories, STUDENT will identify the categories and  categorize the picture or objects  into 2 different categories  with 80% accuracy in 4 out of 5 opportunities.

Given an event or object, STUDENT will  describe the event or object using at least 3 descriptors  with 80% accuracy in 4 out of 5 opportunities.

Given an event or story, STUDENT will  retell the event or story  using appropriate  sequencing  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will independently express HIS/HER  wants or needs , such as stop, help, want, need, thirsty, toilet, etc. using HIS/HER AAC device, a gesture, or a sign with 80% accuracy in 4 out of 5 opportunities.

Given a visual or social situation, STUDENT will label the other person’s feelings and/or emotions based on their facial expressions and body language  with 80% accuracy in 4 out of 5 opportunities.

Given a yes/no question concerning social/community settings , STUDENT will correctly answer the yes/no question  with 80% accuracy in 4 out of 5 opportunities.

Given two objects, STUDENT will identify the  similarities and differences between the objects  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or a short story, STUDENT will explain the meaning of the figurative language and idioms  with 80% accuracy in 4 out of 5 opportunities.

-Conversation

Given a new person entering or leaving a situation, STUDENT will independently volunteer social greetings and farewells , such as “hi” and “bye” with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with a familiar listener with 80% accuracy in 4 out of 5 opportunities. 

Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with an unfamiliar listener with 80% accuracy in 4 out of 5 opportunities. 

Given a conversation, STUDENT will maintain appropriate eye contact when speaking to another person 80% accuracy in 4 out of 5 opportunities.  

Given a conversation, STUDENT will use an appropriate volume based on the social situation  they are in with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will make a statement or ask a question  to maintain the topic of conversation with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will take turns speaking to provide a give and take conversation  with 80% accuracy in 4 out of 5 opportunities.  

Given a conversation, STUDENT will ask 1 or 2 follow-up questions  to ensure the conversation is two-sided with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of information  during a conversational exchange with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will use a statement to end the conversation appropriately with 80% accuracy in 4 out of 5 opportunities.  

-Social Skills

Given a social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt  with 80% accuracy in 4 out of 5 opportunities.

Given a classroom discourse or conversation, STUDENT will actively listen to the speaker by facing the speaker, keeping mouth and body still, nodding head to show listening, asking questions and/or making on-topic comments  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will solve a social problem  by identifying the problem, developing possible solutions, and choosing the best solution  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will advocate for help  by appropriately  gaining the teacher’s attention, verbally asking for help, using clear and concise sentences  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will accurately  identify another’s perspective  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will protest using appropriate language  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will express HIS/HER feeling , such as I am frustrated, sick, happy, etc. using appropriate language  with 80% accuracy in 4 out of 5 opportunities.  

Given a social situation or role-play scenario, STUDENT will identify expected vs. unexpected behaviors across multiple settings  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will produce HIS/HER own ideas ( not mimicking or copying others’ ideas ) when entering or joining a conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will give and accept compliments  appropriately   with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of  verbal and nonverbal social cues  (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) by adjusting HIS/HER behavior based on these social cues  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Expressive Language Delay

• Utterance Expansion
• Narrative Development
• Gestures/Signs
• Categorizations
• Similarities
• Differences
• Comparisons
• Multiple Meanings
• Grammar Structure
• Vocabulary Definitions

-Morphology

Given a writing or speaking task, STUDENT will use present progressive-tense verbs  (i.g., walking, running, laughing) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use regular/irregular plural markers  (i.g., apples/feet) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use article/number agreement  (i.g., an apple/the boys) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use present-tense verbs  (i.g., give, go, drink) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use future-tense verbs  (i.g., will drive, will stop, will park) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use regular/irregular past-tense verbs  (i.g., walked/ran) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use nouns to answer WHO or WHAT questions  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use  verbs  to tell actions  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use prepositional phrase  to answer WHERE questions  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use prepositional phrase or adjective  to answer HOW questions  with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to call attention to an object (e.g., “this ball”, “my shoe”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show the disappearance of an object   (e.g., “no cracker”, “apple all gone”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to indicate recurrence  of an object   (e.g., “more cracker”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words that contain an adjective and a noun  (e.g., “big bear”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show possession of an object   (e.g., “Daddy car”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show action object  (e.g., “read book “)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show the location of an object   (e.g., “dog car”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show agent action  (e.g., “dog jump”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show emotion  (e.g., “baby tired”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to achieve the desired end  of an object   (e.g., “go home”)   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture, STUDENT will say 3 to 4-word utterances  (e.g., “dog sitting in car”)   with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will form grammatically correct simple sentences  with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement in sentences  with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use all necessary propositions in sentences  with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use compound sentences  (i.e., and, but, or, etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement  with 80% accuracy in 4 out of 5 opportunities.

-Utterance Expansion

Given an object or picture, STUDENT will use 2-3 word utterances  to describe the object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to ask a question/comment/describe, STUDENT will use 4-5 word utterances  to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

Given an orally presented sentence with missing words, STUDENT will identify missing words (i.e., articles, prepositions. etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to ask a question/comment/describe, STUDENT will include all necessary words in a sentence  to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use descriptive words  to describe the object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use complete grammatically correct sentence  to express HIS/HER want or need  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentence  to tell about past events  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use 2-4 words  to express HIS/HER want or need  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to comment or share information, STUDENT will use2-4 words  to express HIS/HER comment or share information  with 80% accuracy in 4 out of 5 opportunities.

Given a wh-question, STUDENT will use2-4 words  to answer simple Wh-questions  (i.e., who, what, when, where, why, how)   with 80% accuracy in 4 out of 5 opportunities.

-Narrative Development

Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequence  the story  including problem and solution  with 80% accuracy in 4 out of 5 opportunities.

Given a story or activity, STUDENT will sequence  the story or activity that includes # parts  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell a story, STUDENT will use  descriptive language  to tell their story  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell a story from their past, STUDENT will  tell their story  with the appropriate number of details and in the right order  with 80% accuracy in 4 out of 5 opportunities.

Given a story or activity, STUDENT will use sequence words to verbally order a story or activity (e.g., first, next, then, after, last) with 80% accuracy in 4 out of 5 opportunities.

-Gestures/Signs

Given a want or request, STUDENT will pair vocalizations with gestures  when indicating a want or requesting an object  with 80% accuracy in 4 out of 5 opportunities.

Given a want for “more”, STUDENT will use words and/or signs  to  ask for “more”  with 80% accuracy in 4 out of 5 opportunities.

Given a task or activity, STUDENT will use words and/or signs  to  indicate HE/SHE is “finished”  with 80% accuracy in 4 out of 5 opportunities.

Given a difficult task or activity, STUDENT will use words and/or signs  to  ask for “help”  with 80% accuracy in 4 out of 5 opportunities.

Given a “yes” or “no” question, STUDENT will use words and/or signs  to  answer the question with “yes” or “no”  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common objects or pictures, STUDENT will verbally label the item  with 80% accuracy in 4 out of 5 opportunities.

Given a common object, noun, or action, STUDENT will verbally label the item  in  a phrase or sentence  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word  in  a phrase or sentence with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will describe the object or picture  by stating the function of the item with 80% accuracy in 4 out of 5 opportunities.

Given 10 words, STUDENT will describe the object or picture  by stating the function of the word with 80% accuracy in 4 out of 5 opportunities.

-Categorizations

Given a category, STUDENT will name (3-5) items  in that category (e.g., school items, home items, clothing, animals, colors, toys, etc.)   with 80% accuracy in 4 out of 5 opportunities.  

Given 3 to 5 items in a category (e.g., dog, cat, fish, etc.), STUDENT will identify the category  (e.g., school items, home items, clothing, animals, colors, toys, etc.)   and explain their relationships  with 80% accuracy in 4 out of 5 opportunities.

Given  3 to 5 items, STUDENT will identify the item that does not belong in the group and explain why  with 80% accuracy in 4 out of 5 opportunities.

Given a category, STUDENT will name (3-5) items  in that category  and (1) item that does not belong in that category  with 80% accuracy in 4 out of 5 opportunities.

-Similarities

Given 3 to 5 pictures, STUDENT will select 2 similar pictures  and  explain the similarities  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words verbally, STUDENT will select 2 similar pictures  and  explain the similarities  with 80% accuracy in 4 out of 5 opportunities.

-Differences

Given 3 to 5 pictures, STUDENT will select the different picture  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given a list of 3 to 5 words verbally, STUDENT will identify the different word  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words verbally, STUDENT will identify the different word  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given a word pair verbally, STUDENT will explain the primary difference  between the  two words  with 80% accuracy in 4 out of 5 opportunities.

-Comparisons

Given two object pictures, STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

Given two spoken words, STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

Given two concepts (e.g. flying vs. driving), STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

-Multiple Meanings

Given 2 pictures that represent different meanings of the same word , STUDENT will provide a definition for each  with 80% accuracy in 4 out of 5 opportunities.

Given 2 sentences that represent different meanings of the same word, STUDENT will provide a definition for each  with 80% accuracy in 4 out of 5 opportunities.

Given a multiple meaning word , STUDENT will provide 2 or more definitions for the  multiple meaning word  with 80% accuracy in 4 out of 5 opportunities.

-Attributes

Given an object or picture, STUDENT will describe the object or picture  by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture and asked a question, STUDENT will answer the question  by identifying a minimum of (5) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

Given 10 items presented verbally, STUDENT will describe the object or picture  by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

-Grammar Structure

Given an object, picture, or story, STUDENT will say a complete sentence using articles (i.e., “a”, “an”, “the”, and “some”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using demonstrative adjectives (i.e., “this”, “that”, “these”, and “those”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using plural nouns (i.e., s, es, and irregular plural forms) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using possessive nouns (i.e., “the girl’s book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using subject pronouns  (i.e., “I”, “he”, “she”, “you”, “we”, “they”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using object pronouns  (i.e., “me”, “him”, “her”, “you”, “us”, “them”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using possessive pronouns  (i.e., “my”, “mine”, “his”, “her/hers”, “you/yours”, “our/ours”, “their/theirs”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using reflexive pronouns  (i.e., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using present progressive verb tense  (i.e., “The girl is running”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using past progressive verb tense  (i.e., “The girl was running”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using present tense “s” and “es” marker  (i.e., “The girl runs”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using “has”/”have”  (i.e., “The girl has a book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using regular past tense  (i.e., “The boy waited for the bus.”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense  (i.e., “ran”, “drove”, “drank”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using conjunctions  (i.e., “and”, “or”, “but”, “because”, “if”, “since”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using future tenses  (i.e., “The boy will go to school”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using negative sentence structures  (i.e., “will not/won’t”, “does not/doesn’t”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will ask yes/no questions  (i.e., “Is the boy hurt?”) in a complete sentence  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will ask WH questions  (i.e., “What is the girl doing?”) in a complete sentence  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using comparatives  (i.e., “The kitty is smaller than the tiger”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using superlatives  (i.e., “That is the best cookie.”) with 80% accuracy in 4 out of 5 opportunities.

Given an idiom with a visual cue, STUDENT will  accurately describe the meaning of the idiom   with 80% accuracy in 4 out of 5 opportunities. 

Given an idiom verbally with no visual cue, STUDENT will  accurately describe the meaning of the idiom  with 80% accuracy in 4 out of 5 opportunities. 

Given an idiom verbally, STUDENT will identify a social situation where the idiom may be used appropriately  with 80% accuracy in 4 out of 5 opportunities. 

-Vocabulary Definitions

Given 5 words with picture cues, STUDENT will define the word correctly  with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2-3 critical features  to describe the object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given an emotional expression picture or story, STUDENT will use vocabulary to clearly  describe the feelings, ideas, or experiences  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify synonyms  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify antonyms  with 80% accuracy in 4 out of 5 opportunities.

Given 5 identified words in sentences, STUDENT will provide a synonym/antonym  with 80% accuracy in 4 out of 5 opportunities.

Given a story with highlighted words, STUDENT will provide a synonym/antonym for each highlighted word  with 80% accuracy in 4 out of 5 opportunities.

Given 10 pictures, STUDENT will match opposite pictures in pairs (i.e., happy/sad, up/down)   with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify the opposite  with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will describe the object or picture  by naming the item, identify attributes (color, size, etc.), function, or number  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will define unfamiliar words using context clues  with 80% accuracy in 4 out of 5 opportunities.

Given common academic vocabulary, STUDENT will define prefix and/or suffix  with 80% accuracy in 4 out of 5 opportunities.

Given common academic vocabulary, STUDENT will define the vocabulary word using a complete sentence with correct grammar  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Language Goals

• Following Directions
• Answering Questions
• Association
• Multiple Meaning
• Prepositions

-Vocabulary

Speech therapy goals for vocabulary.

Given 10 common nouns, STUDENT will identify the correct noun  by  pointing to the appropriate picture  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common verbs, STUDENT will identify the  correct verb  by  pointing to the appropriate picture  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common adjectives, STUDENT will identify the  correct adjective  by  pointing to the appropriate picture (size, shape, color, texture)   with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 pictures, STUDENT will identify the  category items  by  pointing/grouping pictures into categories  with 80% accuracy in 4 out of 5 opportunities.

-Following Directions

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow a  1-step direction  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  2-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 2-step directions, STUDENT will follow the directions  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  3-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 3-step directions, STUDENT will follow the directions  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with location modifiers (i.e., spatial concepts)   with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with quantity modifiers (i.e., numbers, more/less)   with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with quality modifiers (i.e., size, color, shape)   with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with pronoun modifiers (i.e., he, she, him, her, they, them)   with 80% accuracy in 4 out of 5 opportunities.

Given verbal or written directions, STUDENT will identify the action words in the directions (e.g., “Read the book”…the action word is read)with 80% accuracy in 4 out of 5 opportunities.

Given verbal directions, STUDENT will follow conditional directions  (e.g., “If you are wearing a red shirt, stand up.”)with 80% accuracy in 4 out of 5 opportunities.

-Answering Questions

Given a story, activity, or classroom discussion, STUDENT will answer “yes or no” questions  with 80% accuracy in 4 out of 5 opportunities.

Given a story, activity, or classroom discussion, STUDENT will answer WH questions  (i.e., who, what, when, where, why, how)   with 80% accuracy in 4 out of 5 opportunities.

Given a verbal prompt, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 3 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 objects or pictures at a time and given a function, STUDENT will point to the appropriate object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 action pictures at a time and given an action, STUDENT will point to the appropriate action picture  with 80% accuracy in 4 out of 5 opportunities.

-Association

Given 5 objects or pictures at a time (e.g., ball, bat, car, fork, and ring) and asked what item is associated with … (e.g., with a seatbelt), STUDENT will select an item that is associated with the objects or pictures  (e.g., car)   with 80% accuracy in 4 out of 5 opportunities.

Given a word verbally, STUDENT will point to the appropriate object or picture associated with that word (e.g., ball/bat, fork/plate) with 80% accuracy in 4 out of 5 opportunities.

Given a category, STUDENT will correctly sort objects/pictures in that category  with 80% accuracy in 4 out of 5 opportunities.

Given 3 items in a category and 3 categories to choose from, STUDENT will correctly sort objects/pictures into the appropriate  category  with 80% accuracy in 4 out of 5 opportunities.

Given 3 different categories, STUDENT will correctly sort objects/pictures into each different  category  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 objects or pictures, STUDENT will select 2 similar objects or pictures  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 word verbally, STUDENT will select 2 similar words  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will 1 object or picture that does not share that same attribute  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will 1 word  that does not share that same attribute  with 80% accuracy in 4 out of 5 opportunities.

-Multiple Meaning

Given 3 to 5 objects or pictures and a multiple meaning word, STUDENT will select 2 objects or pictures  that represent different meanings of that word  with 80% accuracy in 4 out of 5 opportunities.

Given a multiple meaning word verbally, STUDENT will select 2 correct meanings from a group of 4 written choices  with 80% accuracy in 4 out of 5 opportunities.

Given 10 objects or pictures and a verbal description of a word, STUDENT will select the correct object or picture  to match the given verbal description  with 80% accuracy in 4 out of 5 opportunities.

Given 10 words and a verbal description of a word, STUDENT will select the correct word  to match the given verbal description  with 80% accuracy in 4 out of 5 opportunities.

-Prepositions

Given 3 to 5 objects or pictures and a verbal preposition, STUDENT will point to the correct object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given object(s) and a verbal or written prepositions directive, STUDENT will follow the directions and  act out the preposition using the given object(s)  (e.g., “Put the doll under the table.”)   with 80% accuracy in 4 out of 5 opportunities.

Given a verbal question, STUDENT will select the picture of the noun that tells WHO and WHAT  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture of the noun that tells WHO and WHAT  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture of the  verb  that tells the action  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture of the  verb  that tells the action  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture  that tells WHERE  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture  that tells WHERE  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture that tells HOW  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture that tells HOW  with 80% accuracy in 4 out of 5 opportunities. 

Given a two word phrase that calls attention to an object or picture (e.g., “that car”, “her toy”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows the  disappearance  (e.g., “crackers all gone”, “no cookie”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows the  recurrence  (e.g., “more crackers”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that contains an  adjective and a noun  (e.g., “red shoe”, “big ball”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows  possession  (e.g., “Dad’s cat”, “girl’s shoe”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that uses  action object form  (e.g., “Tie shoe”, “read book “), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that indicates the  location  (e.g., “pencil down”, “car outside”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that uses  agent action form  (e.g., “boy jump”, “girl eat”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows an  emotion  (e.g., “girl sad”, “man angry”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase to achieve a  desired end  (e.g., “shoe on”, “go home”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  articles  (e.g., “a”, “an”, “the”, and “some”), STUDENT will answer “yes or no” if the phrase or sentence uses the articles  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  adjectives  (e.g., “this”, “that”, “these”, and “those”), STUDENT will answer “yes or no” if the phrase or sentence uses the adjectives  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes plurals  (e.g., s, es) and irregular plural nouns , STUDENT will answer “yes or no” if the phrase or sentence uses the plurals  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  possessive nouns  (e.g., “the girl’s bike”), STUDENT will answer “yes or no” if the phrase or sentence uses the possessive  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  subject pronouns  (e.g., “I”, “he”, “she”, “you”, “we” “they”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  object pronouns  (e.g., “me”, “him”, “her”, “you”, “us”, “them”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  possessive pronouns  (e.g., “my/mine”, “his”, “her/hers”, “your/yours”, “our/ours”, “their/theirs”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  reflexive pronouns  (e.g., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes present progressive verb tense  (e.g., “The man is running”, “The girls are waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  past progressive verb tense  (e.g., “The man was running”, “The girls were waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  present tense “s” and “es” marker  (e.g., “The boy jogs”, and “The bee buzzes”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  “have” and “has”  (e.g., “The boy has a dog”, and “The girls have ice skating”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  regular past tense  (e.g., “The dog jumped”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  irregular past tense  (e.g., “The boy ran”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Speech Therapy Goals for Auditory Discrimination

Given multi-step directions, STUDENT will follow 2-step, 3-step, and 4-step directions of  increasing length and complexity  with 80% accuracy in 4 out of 5 opportunities.  

Given 10 words, STUDENT will recognize the differences between same or different words  with 80% accuracy in 4 out of 5 opportunities.  

Given a sentence, STUDENT will remember and repeat  of  increasing length and complexity  with 80% accuracy in 4 out of 5 opportunities.

Given a word broken down into isolated sounds, STUDENT will combine the isolated sounds together to form words  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Phonological Awareness

Given 10 words, STUDENT will identify the sounds in the words  with 80% accuracy in 4 out of 5 opportunities.

Given 10 words, STUDENT will identify the number of sounds in the words  with 80% accuracy in 4 out of 5 opportunities.

Given 10 words, STUDENT will identify the similarities sounds in the words  with 80% accuracy in 4 out of 5 opportunities.

Given 2 words with matching beginning sounds or ending sounds, STUDENT will identify and/or match the words with the same beginning sounds or ending sounds  with 80% accuracy in 4 out of 5 opportunities.

Given a sentence with two rhyming words, STUDENT will identify the two rhyming words  with 80% accuracy in 4 out of 5 opportunities.

Given a rhyming word, STUDENT will produce two or more words that rhyme with the given word  with 80% accuracy in 4 out of 5 opportunities.

Given a word, STUDENT will substitute initial and/or final sounds  to  create new words (i.g., cat/fat; man, mad) with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Autism

• Play Skills
• Joint Attention
• Following Instructions
• Getting the Teacher’s Attention
• Friend Making
• General Conversation
• Perspective
• Problem Solving
• Dealing with Feelings
• Alternatives to Aggression
• Predictions/Inferences

-Play Skills

Given a toy(s), STUDENT will play with the toy(s) using their appropriate function  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate parallel play with peers for X minutes  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate symbolic play  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate pretend play  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will take X turns during a play activity with peer or teacher  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to offer someone help, STUDENT will ask what the other person needs, listen, provide the help requested  with 80% accuracy in 4 out of 5 opportunities.

Given offered help from a peer or adult, STUDENT will accept the help and thank the person, or politely decline the help  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to volunteer, STUDENT will look at the person, use a clear voice, ask to volunteer for a specific task or activity  with 80% accuracy in 4 out of 5 opportunities.

Given a task or activity to take turns, STUDENT will wait for HIS/HER turn, sit or stand quietly, keep HIS/HER legs and arms still, avoid whining or begging, and engage in activity or task when it is HIS/HER turn  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to borrow something, STUDENT will make a polite request to borrow an item or material, accept “no” as an answer, and if the other person agrees promptly return the materials in the same condition  with 80% accuracy in 4 out of 5 opportunities.

Given a game activity, STUDENT will display good sportsmanship and play by the rules, accepting winning without bragging, and accepting losing without complaining  with 80% accuracy in 4 out of 5 opportunities.

Given a toy or object and asked to share, STUDENT will share the toy or object with a peer or adult  with 80% accuracy in 4 out of 5 opportunities.

-Joint Attention

Given an activity with a partner, STUDENT will demonstrate joint attention for X minutes  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will point to gain the communication partner’s attention  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will use eye gaze to direct the communication partner’s attention  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will track the eye gaze of others and predict what they are thinking and will modify their behavior based on what others are looking at  with 80% accuracy in 4 out of 5 opportunities.

-Following Instructions

Given a direction, STUDENT will follow the 1-step direction  with 80% accuracy in 4 out of 5 opportunities.

Given 2-step directions, STUDENT will follow the 2-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 3-step directions, STUDENT will follow the 3-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given verbal directions, STUDENT will begin task with only 1 prompt within 1 minute of receiving the instructions  with 80% accuracy in 4 out of 5 opportunities.

Given written directions, STUDENT will read the instructions, follow each instruction in order, and ask for help if needed  with 80% accuracy in 4 out of 5 opportunities.

Given verbal or written directions to change to another activity, STUDENT will change to the new activity within 1 minute of receiving the instructions  with 80% accuracy in 4 out of 5 opportunities.

-Getting the Teacher’s Attention

Given the need to get the teacher’s attention, STUDENT will  look at the teacher, raise HIS/HER hand, wait to be acknowledged, and ask their question  with 80% accuracy in 4 out of 5 opportunities.

Given a need to ask a question, STUDENT will get the person’s attention appropriately, look at the person, use a pleasant tone of voice, use words such as “please”, “would”, “may I”, and listen to the person’s answer  with 80% accuracy in 4 out of 5 opportunities.

Given a need to ask for help, STUDENT will look at the person, ask if he or she has time to help, clearly describe what kind of help HE/SHE needs  with 80% accuracy in 4 out of 5 opportunities.

Given a social setting, STUDENT will identify expected and unexpected behaviors in themselves and others  with 80% accuracy in 4 out of 5 opportunities.

Given a social setting, STUDENT will demonstrate expected behaviors  that are expected in that setting  with 80% accuracy in 4 out of 5 opportunities.

Given expected and unexpected behaviors, STUDENT will identify how the expected and unexpected behaviors affect the thoughts and feelings of others  with 80% accuracy in 4 out of 5 opportunities.

Given feedback regarding HIS/HER behavior, STUDENT will modify their behavior based on the feedback  with 80% accuracy in 4 out of 5 opportunities.

Given an example of their own behavior, STUDENT will identify how their own behavior will affect the thoughts and feelings of others  with 80% accuracy in 4 out of 5 opportunities.

Given others’ behaviors, STUDENT will identify HIS/HER thoughts about others’ behaviors  with 80% accuracy in 4 out of 5 opportunities.

Given actions from others, STUDENT will modify their own behavior based on the actions of others  with 80% accuracy in 4 out of 5 opportunities.

Given social interactions, STUDENT will maintain appropriate personal space and maintain safe hands and body  with 80% accuracy in 4 out of 5 opportunities.

Given classroom or small group discussion, STUDENT will demonstrate active listening skills (e.g., body facing the speaker, keep mouth and body still, nodding head to show listening, asking questions and/or making comments) with 80% accuracy in 4 out of 5 opportunities.

Given different social settings, STUDENT will monitor HIS/HER volume and adjust it based on setting and/or situation  with 80% accuracy in 4 out of 5 opportunities.

Given classroom or small group discussion, STUDENT will make on-topic and appropriate comments  with 80% accuracy in 4 out of 5 opportunities.

Given a specific behavior, STUDENT will identify how it makes others feel , the consequences, and how that then makes HIM/HER feel about HIMSELF/HERSELF  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation, STUDENT will identify how others are feeling and identify at least one visual cue that lead them to that conclusion  with 80% accuracy in 4 out of 5 opportunities.

Given a task, STUDENT will listen carefully, gather materials, and begin working quietly  with 80% accuracy in 4 out of 5 opportunities.

Given a task, STUDENT will read the directions and attempt the assignment before asking the teacher for help  with 80% accuracy in 4 out of 5 opportunities.

-Group Work

Given a group activity, STUDENT will cooperate with others, use a kind voice, and follow the set group guidelines  for the activity with 80% accuracy in 4 out of 5 opportunities.  

Given a group activity, STUDENT will use appropriate volume level  for the activity and setting with 80% accuracy in 4 out of 5 opportunities.  

Given a group activity, STUDENT will discuss what goal needs to be achieved with the group, decided HIS/HER role is going to be, accept help or feedback from peers, follow rules, share materials, and give praise to others,  for the activity with 80% accuracy in 4 out of 5 opportunities.  

Given a new class period, STUDENT will come prepared for class by bringing all necessary materials (i.e., books, papers, homework, and writing tools) , being on time, and handing in assignments as requested by the teacher  with 80% accuracy in 4 out of 5 opportunities.

Given a new class period, STUDENT will determine what materials HE/SHE needs for class, gather materials, and only take those materials HE/SHE needs for class  with 80% accuracy in 4 out of 5 opportunities.     Given an assignment, STUDENT will write down the assignment in HIS/HER planner or electronic device  with 80% accuracy in 4 out of 5 opportunities.

Given a make-up or missed assignment, STUDENT will ask the teacher for the make-up or missed assignment  with 80% accuracy in 4 out of 5 opportunities.

-Friend Making

Given an unfamiliar person to meet, STUDENT will introduce HIMSELF/HERSELF by looking at the person, use an appropriate greeting (i.e., Hi, my name is…”) and telling the person it was nice meeting HIM/HER when leaving  with 80% accuracy in 4 out of 5 opportunities.  

Given a familiar or unfamiliar person to greet, STUDENT will look at the person, use a kind voice, and say “hi” or “hello” following all 3 steps with 80% accuracy in 4 out of 5 opportunities.  

Given an opportunity to compliment someone, STUDENT will look at the person, use a kind voice, give HIM/HER a compliment, and give the person time to respond  with 80% accuracy in 4 out of 5 opportunities.  

Given a compliment, STUDENT will look at the person, use a kind voice to thank the person (i.e., “Thank you, it’s my favorite shirt.”) with 80% accuracy in 4 out of 5 opportunities.

-General Conversation

Given a greeting from a peer or adult, STUDENT will acknowledge the greeting by  looking at the person and  returning the greeting  (e.g., “hello”, “hi”, “how are you?”, etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given a small group or classroom discussion, STUDENT will initiate the conversation (e.g., ask a question, make a comment, give a compliment, etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given a need or desire, STUDENT will  spontaneously communicate HIS/HER needs or desire (e.g., “I need…”, “I want…”)   with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will take turns during the conversation with a peer or an adult with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will identify expected and unexpected behaviors for a conversation (e.g., topic maintenance, topic changes, asking questions, on-topic comments, unrelated comments, appropriate interruptions, long talking turns, not responding, initiating conversations, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will describe the conversational partner’s emotional responses of HIM/HER when HE/SHE uses expected and unexpected behaviors during a conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will demonstrate expected behaviors during preferred and un-preferred conversational topics  with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will identify how that person is feeling based on observing their body language  with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will use conversation maintenance strategies  (i.e., making comments, take turns, ask questions, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will maintain a topic for at least 3 conversational turns  (e.g., ask partner-focused questions, make comments, etc) with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will look at the speaker, ask questions when appropriate, and not interrupt others  with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will use the appropriate volume based on the setting  with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will appropriately join the conversation by looking at the people, waiting for a moment when no one else is talking, make a comment or ask a question that relates to the topic  with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner who is busy talking with someone else, STUDENT will wait until the other person is finished speaking, look at the person, get their attention  (“Excuse me…”, “Do you have a minute…”) and wait for the person to acknowledge HIM/HER before continuing  with 80% accuracy in 4 out of 5 opportunities.  

Given a need to interrupt, STUDENT will look at the person, wait for the person to acknowledge them, begin with “Excuse me for interrupting, but…” make a specific request or give information  with 80% accuracy in 4 out of 5 opportunities.

Given a small group or classroom discussion, STUDENT will demonstrate active listening skills   (track the speaker with their eyes, keep mouth and body still and quiet, nodding head to show listening, ask questions and/or make comments, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner and a communication breakdown, STUDENT will use  communication breakdown strategies,  such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouth  to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities.

-Perspective

Given a social interaction, STUDENT will accurately identify another’s perspective  with 80% accuracy in 4 out of 5 opportunities.

Given different conversational partners (e.g., peer, teacher, authority figure, etc.), STUDENT will adjust HIS/HER language style and topics of conversation based on the conversation partner  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or social interaction, STUDENT will identify another person’s emotion and why HE/SHE is feeling that way  with 80% accuracy in 4 out of 5 opportunities.

-Problem Solving

Given a problem and problem solving graphic organizer , STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution  with 80% accuracy in 4 out of 5 opportunities.

Given a problem, STUDENT will appropriately  identify the size of the problem  with 80% accuracy in 4 out of 5 opportunities.

Given problems at differing sizes, STUDENT will identify appropriate reaction size to the problem  with 80% accuracy in 4 out of 5 opportunities.

-Dealing with Feelings

Given a time when the student is angry, STUDENT will use a calming strategy (e.g., breathe slowly, take a break, count to 10, listen to music, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given warning and a change in routine, STUDENT will identify exactly what is changing, ask questions, remain calm, and explain HIS/HER feelings of concern  with 80% accuracy in 4 out of 5 opportunities.

Given warning and a change in routine, STUDENT will accept the change without becoming upset  with 80% accuracy in 4 out of 5 opportunities.

Given a social interaction, STUDENT will identify HIS/HER emotion and why HE/SHE is feeling that way  with 80% accuracy in 4 out of 5 opportunities.

-Alternatives to Aggression

Given a real-life or role-play scenario, STUDENT will demonstrate how to accept teacher help to make an appropriate decision during a conflict situation  with 80% accuracy in 4 out of 5 opportunities.

Given a real-life or role-play conflict scenario, STUDENT will demonstrate appropriate peer mediation skills to resolve the conflict  with 80% accuracy in 4 out of 5 opportunities.

Given a real-life or role-play conflict scenario, STUDENT will remain calm and relaxed, listen to the other person, determine what they can agree on  with 80% accuracy in 4 out of 5 opportunities.

Given criticism or feedback, STUDENT will look at the person, say “okay”, and not argue  with 80% accuracy in 4 out of 5 opportunities.

Given a problem, STUDENT will define exactly what the problem is, brainstorm possible options, consider disadvantages and advantages of options, and choose the best option  with 80% accuracy in 4 out of 5 opportunities.

Given a defeat or loss in a game, STUDENT will look at the person who won , remain calm, and congratulate the other person  with 80% accuracy in 4 out of 5 opportunities.

Given an upsetting situation, STUDENT will express HIS/HER anger with non-aggressive words to describe how HE/SHE feels  with 80% accuracy in 4 out of 5 opportunities.

-Predictions/Inferencing

Given a picture, STUDENT will make a prediction or inference about the picture with 80% accuracy in 4 out of 5 opportunities.

Given a short story, STUDENT will make a prediction or inference about the story with 80% accuracy in 4 out of 5 opportunities.

Given a social scenario, STUDENT will make a prediction or inference about the scenario and identify at least one visual cue that contributed to HIS/HER inference  with 80% accuracy in 4 out of 5 opportunities.

Augmentative Alternative Communication

Speech therapy goals for aac.

• Picture Exchange Communication System (PECS)
• Sign Language

-Picture Exchange Communication System (PECS)

Given a want or need, STUDENT will request a want or a need by pulling off a picture symbol and placing it into the teacher’s hand  with 80% accuracy in 4 out of 5 opportunities.  

Given a want or need, STUDENT will choose the “I want” or “I need” symbol plus the desired item , then place them both onto the sentence strip , then and hand the sentence strip to the teacher  with 80% accuracy in 4 out of 5 opportunities.  

Given a simple question, such as “What do you want?”, STUDENT will independently choose a picture symbol to answer a simple question  with 80% accuracy in 4 out of 5 opportunities.    

Given augmentative symbols or device, STUDENT will carry device to various school and community locations  (lunchroom, classroom, recess etc.) with minimal prompting with 80% accuracy in 4 out of 5 opportunities.

Given augmentative symbols or device, STUDENT will independently navigate to the “home” page  with 80% accuracy in 4 out of 5 opportunities.

Given a question or community helper or form, STUDENT will identify HIS/HER contact information  selecting (i.e. name, address, phone number, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a community sign, STUDENT will identify the community sign  (i.e. restroom, stop sign, crosswalk, exit, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a question, STUDENT will express HIS/HER preference selecting “yes or no” using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a group of pictures, STUDENT will identify the category of the pictures using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the color  of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the shape  of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the attributes  (hot/cold, big/little, soft/hard) of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities. 

Given a group of objects, STUDENT will count the objects  and select the appropriate number of objects (1-10)  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will select matching word  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures of facial emotions, STUDENT will identify the emotion  using  augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities. 

Given a spoken question, STUDENT will select the desired activity  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will initiate a conversation with a peer or teacher (i.e. hello, how are you ?, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will maintain a conversation  and engage in up to 3 conversational exchanges with a peer or teacher using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given augmentative symbols or device, STUDENT will select HIS/HER meal choices  (in the school lunchroom, restaurant, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will spontaneously make a request or greet a peer or teacher using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a time of frustration, STUDENT will independently indicate a break or refuse an undesired item or activity  (i.e. “no”, “I don’t want”, “I don’t like”, etc.)   using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will inform others of past events  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner and a communication breakdown, STUDENT will repair the communication breakdown  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

-Sign Language

Given a need and a verbal prompt, STUDENT will sign a basic “need” sign , such as ( help, more, done, want, need etc.) to make a request  with 80% accuracy in 4 out of 5 opportunities.

Given a need, STUDENT will sign a basic “need” sign , such as ( help, more, done, want, need etc.) to make a request  spontaneously across multiple school environments and the community  with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will  introduce HIMSELF/HERSELF by fingerspelling HIS/HER name or using HIS/HER name sign  with 80% accuracy in 4 out of 5 opportunities.

Given a signed picture or object, STUDENT will receptively identify the picture or object that was signed with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures or objects, STUDENT will expressively label  the pictures or objects using sign with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures of facial emotions, STUDENT will identify the emotion  using sign with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Figurative Language

Given a reading task, STUDENT will identify and interpret the meaning of  idioms , metaphors, similes, or proverbs  with 80% accuracy in 4 out of 5 opportunities.

Given a writing task, STUDENT will create similes and/or metaphors in a sentence or paragraph  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will make predictions and inferences based on  textual evidence  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will make inferences based on a character in literature   about why they say, feel, and do the things that they do  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals Written Language

Given a writing task, STUDENT will produce  grammatically correct sentences  with 80% accuracy in 4 out of 5 opportunities.

Given a writing task, STUDENT will vary HIS/HER use of sentence starters to enhance HIS/HER writing with 80% accuracy in 4 out of 5 opportunities.

Given a short story or video, STUDENT will answer wh -questions (who, what, when, where, why, & how) using complete sentences  with 80% accuracy in 4 out of 5 opportunities.

Given a graphic organizer, STUDENT will produce a five paragraph essay including an  introduction, topic sentences, transitions, and conclusion  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals Intelligibility

Given a communication partner and a communication breakdown, STUDENT will use  clear slow speech  and pausing to gather HIS/HER thoughts to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities.

Send me the FREE IEP Goal Bank!

Speech therapy goals conclusion.

I hope you find these speech therapy goals helpful or they gave you an idea for how to write speech therapy goals.

Let me know if there are other speech therapy goals and objectives that would be helpful or if you have examples of speech therapy goals.

Monday 12th of December 2022

This is one of most GO-TO Goal banks. Thank you so much!

Melissa Berg

Tuesday 27th of December 2022

Hi Jannette, I'm SO happy to hear that this is your GO_TO goal bank. Wishing you all my best! Melissa

Tuesday 4th of October 2022

Hi! I use this goal bank frequently but am always wondering why it was decided to label the goals for D/deaf and Hard of Hearing people as "Hearing Impaired/Impairment"? From my understanding and work with the DHH population, most prefer the terms, deaf, Deaf, or Hard of Hearing rather than Hearing Impaired. Just wanted to check in about it! Thanks!

Wednesday 5th of October 2022

Hi Melissa, Thanks so much for the feedback! I have made the updated suggestion. All my best, Melissa

Janet Pevsner

Monday 19th of September 2022

Your materials are sooo great AND you are soooo generous with your materials! Thank you so much for this Melissa.

Tuesday 20th of September 2022

Hi Janet, Thank you for your kind and thoughtful words! It means so much to me. I'm happy to know you like my materials! Wishing you all the best, Melissa

Monday 29th of August 2022

I love your material, it's so helpful! Thank you so much!

Lorena Bazarte

Thursday 25th of August 2022

Can you include goals for consultation for students in language articulation and fluency--when students have mastered the objectives but want to keep them in consult to monitor that they maintain their skills.

Saturday 27th of August 2022

Hi Lorena, I love this idea! I currently don't have anything in the works, but can add this to my future ideas list! All my best, Melissa

IEP Sample for Autism

Welcome to my blog post on IEP Sample for Autism! As someone who has worked with children with Autism, I understand the challenges of creating an IEP that meets their needs . It can be a complex process that requires input from parents, teachers, and other professionals to develop a plan that supports the child’s academic, social, and emotional growth.

But what exactly is an IEP? Simply put, an IEP is a legal document that outlines a student’s educational goals and the services and accommodations necessary to achieve those goals. It’s a personalized plan that considers the student’s individual needs, and for children with Autism, it can be a critical tool in helping them succeed in the classroom. You can check out resources from the U.S. Department of Education for more information on this topic.

In this blog post, we’ll explore some IEP samples for students with Autism, highlighting the key components typically included in these plans. We’ll also discuss some of the challenges that may arise when creating an IEP for a child with Autism and provide tips for parents and educators to help navigate the process.

So, whether you’re a parent of a child with Autism or a teacher looking to support your students better, keep reading to learn more about how an IEP can make a significant difference in the education of children with Autism. For more on supporting students with Autism, consider visiting the Autism Society for additional resources.

What Should Be Included in an IEP for Autism?

An Individualized Education Program (IEP) for a student with Autism should be customized to meet the individual student’s specific needs. However, certain components are typically included in an IEP for a student with Autism. Here is a detailed explanation of what should be included:

• Present performance levels: This section should describe the student’s academic achievement, functional performance, and social and emotional functioning. It should describe the student’s strengths and needs, including their abilities and challenges in communication, social interaction, behavior, and sensory processing.
• Annual goals: Based on the student’s present performance levels, the IEP team will develop measurable annual goals that address the student’s areas of need. These IEP goals should be specific, measurable, achievable, relevant, and time-bound (SMART). They should be designed to help students progress toward grade-level academic standards and develop skills to support their success in the classroom and in life.
• Special education and related services: The IEP should describe the special education and related services the student will receive to support their academic, social, and emotional needs. This may include services such as speech and language, occupational, physical, and counseling, as well as accommodations and modifications to the curriculum, instruction, and assessments.
• Assistive technology: If the student requires assistive technology to access their education, the IEP should describe the type of technology needed and how it will support the student’s learning. The American Speech-Language-Hearing Association provides excellent resources on this topic.
• Transition services: For students who are 16 years of age or older, the IEP must include a plan for the student’s transition from high school to post-secondary education, employment, and independent living. This plan should be based on the student’s interests, preferences, and strengths and include goals and objectives related to vocational training, community participation, and independent living skills.
• Behavior intervention plan: If the student’s behaviors interfere with their ability to learn or the learning of others, the IEP should include a behavior intervention plan ( BIP ) outlining strategies for addressing challenging behaviors and promoting positive behavior.
• Progress monitoring: The IEP should include a plan to measure the student’s progress and report to the parents and the IEP team. This may consist of regular meetings to review progress toward goals, formal progress reports, and periodic reevaluations to determine if the student’s needs have changed.

In summary, an IEP for a student with Autism should be personalized and designed to meet the student’s individual needs. It should include present levels of performance, annual goals, special education and related services, assistive technology, transition services, a behavior intervention plan, and progress monitoring. The IEP team should work collaboratively to develop an IEP that provides the student with the support they need to achieve academic success and to develop the skills they need to thrive in the classroom and beyond.

Here’s a sample IEP for a student with autism:

Present Levels of Performance:

• The student has been diagnosed with Autism Spectrum Disorder, and their primary areas of need are social communication and behavior.
• The student has difficulty initiating and maintaining social interactions with peers and may have trouble understanding social cues.
• The student exhibits challenging behaviors, such as tantrums, self-injurious behaviors, and elopement when overstimulated or having difficulty understanding expectations.
• The student has average to above-average cognitive abilities and has the potential to make significant progress with appropriate support.

Annual Goals:

• Goal 1: The student will improve their social communication skills by taking turns during conversations with peers and initiating social interactions with at least one peer per day.
• Goal 2: The student will increase their understanding of social cues by correctly interpreting their peers’ facial expressions and body language in at least 80% of social situations.
• Goal 3: The student will decrease their challenging behaviors by identifying and using a calming strategy when they become overstimulated or confused, as measured by a 50% reduction in the frequency and duration of difficult behaviors.

Special Education and Related Services:

• The student will receive speech and language therapy twice weekly to improve social communication skills.
• The student will receive occupational therapy once per week to address sensory processing and fine motor skills.
• The student will have access to a behavior specialist to develop and implement a behavior intervention plan (BIP) to address challenging behaviors.

Assistive Technology:

The student will use a visual schedule and a communication device to support their understanding of routines and to express their needs and preferences.

Transition Services:

The IEP team will work with the student and their family to develop a transition plan that includes exploration of post-secondary education, employment opportunities, and independent living skills.

Behavior Intervention Plan:

The BIP will include sensory breaks, access to a calming space, and positive behavior reinforcement to address the student’s challenging behaviors.

Progress Monitoring:

The student’s progress toward their goals will be monitored and reported regularly to the parents and the IEP team. Adjustments will be made to the IEP as necessary to ensure the student’s continued success.

In conclusion, an IEP for a student with Autism should be highly individualized to meet the student’s unique needs. It should include a detailed description of the student’s present levels of performance, annual goals that are specific, measurable, attainable, relevant, and time-bound, as well as a plan for providing special education and related services, assistive technology, and transition services.

Additionally, a Behavior Intervention Plan should be developed to address challenging behaviors. Progress should be monitored to ensure the student is progressing and receiving the support they need to succeed. By working collaboratively with the IEP team and implementing the strategies and supports outlined in the plan, students with Autism can thrive academically and socially and prepare for a successful transition to post-secondary education and employment. Download the sample IEP for autism pdf.

What Are the Challenges That Arise When Creating an IEP for Autism?

An Individualized Education Program (IEP) is a legally binding document that outlines the education and related services a child with disabilities, such as Autism, will receive to meet their unique needs. Creating an IEP for a child with Autism can be challenging due to the complex nature of the disorder and the individual differences of each child. Here are some of the challenges that arise when creating an IEP for Autism:

• Defining goals and objectives: Setting clear, measurable, and attainable goals for a child with Autism can be challenging. Autism is a spectrum disorder, and every child’s abilities and needs differ. Goals need to be specific and tailored to the child’s individual needs.
• Determining the appropriate services: Deciding on the good services can be challenging because children with Autism may require various services, including speech therapy, occupational therapy, social skills training, and behavioral therapy. The IEP team needs to decide which services are most appropriate for the child and how they will be provided.
• Addressing sensory issues: Many children with Autism have sensory issues, which can impact their ability to learn and function in the classroom. The IEP team needs to consider how to address these issues in the child’s education plan.
• Addressing challenging behaviors: Children with Autism may exhibit problematic behaviors, such as aggression, self-injury, or non-compliance. The IEP team needs to develop a plan to address these behaviors and ensure the child’s education is not disrupted.
• Ensuring consistency: Consistency is critical for children with Autism, who often thrive on routine and predictability. The IEP team must ensure that the child’s education plan is consistent across all settings, including home and school.
• Collaboration with parents: Collaboration with parents is essential when creating an IEP for a child with Autism. Parents are the experts on their children and can provide valuable insight into their needs and abilities. The IEP team needs to work closely with parents to ensure that the plan meets the child’s needs and is consistent with the family’s values and goals.
• Monitoring progress: Monitoring progress is critical to ensure the child is progressing towards their goals. The IEP team needs to establish specific metrics for measuring progress and regularly evaluate the child’s progress to determine if the plan needs to be adjusted.

In summary, creating an IEP for a child with Autism requires careful consideration of the child’s unique needs, collaboration with parents, and understanding of the disorder’s complex nature. The IEP team needs to work together to develop a plan that addresses the child’s academic, social, and emotional needs and ensures that the child has access to the appropriate services and supports to help them achieve their full potential. Download the IEP sample for autism pdf.

Tips for Parents and Educators When Creating an IEP for Autism

Navigating the process of creating an IEP for a child with Autism can be daunting for both parents and educators. Here are some tips that may help:

For Parents:

• Educate yourself: Learn as much as possible about Autism and the special education process. Attend workshops, read books, and connect with other parents of children with Autism.
• Be an active participant: You are an essential member of the IEP team to participate actively in the process. Share your insights, concerns, and hopes for your child.
• Communicate with the team: Keep in touch with your child’s teacher and the IEP team throughout the school year. Ask for progress reports and updates, and share any concerns or observations.
• Advocate for your child: Advocate for your child’s needs and ensure the IEP team understands your child’s strengths, weaknesses, and interests.
• Seek support: Raising a child with Autism can be challenging, so seek help from family, friends, or support groups.

For Educators:

• Get to know the child: Take the time to learn the child’s strengths, challenges, interests, and learning style.
• Collaborate with parents: Work with parents to understand their child’s needs, concerns, and goals. Involve them in the IEP process and communicate regularly.
• Use evidence-based practices: Use research-based strategies and effective interventions for children with Autism.
• Foster a positive learning environment: Create a positive and structured learning environment conducive to the child’s needs.
• Monitor progress: Regularly monitor the child’s progress toward their goals and adjust the plan as necessary.

In conclusion, creating an IEP for a child with Autism is a complex process that requires collaboration, communication, and understanding of the child’s unique needs. By working together, parents and educators can create an effective plan to help the child achieve their full potential. Now you know the IEP sample for autism.

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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IEP Goals for Autism: How to Set Meaningful Objectives for Your Child

Setting IEP goals for a child with autism can be challenging, but it's crucial for their success. With the right goals in place, your child can make progress in areas like communication, social skills, and academics.

Understanding Individualized Education Programs (IEPs)

In order to provide effective support and education for students with autism, it is essential to have a clear understanding of Individualized Education Programs (IEPs). This section will cover what an IEP is and highlight the importance of IEPs for students with autism.

What is an IEP?

An Individualized Education Program (IEP) is a personalized plan developed for students with disabilities to ensure they receive appropriate educational services and support. It is a legally binding document that outlines specific goals, accommodations, and services tailored to meet the individual needs of the student.

The IEP is created through a collaborative process involving teachers, parents, special education professionals, and other relevant members of the educational team. It sets forth the educational objectives, specialized instruction, and related services necessary to help the student succeed academically, socially, and emotionally.

The Importance of IEPs for Students with Autism

IEPs play a crucial role in supporting students with autism and maximizing their potential for success. Here are key reasons why IEPs are important for students with autism:

• Individualized Approach : Autism is a spectrum disorder, meaning that each individual with autism has unique strengths, challenges, and learning needs. An IEP ensures that educational goals and strategies are tailored to the specific requirements of the student, taking into account their strengths, interests, and areas of need.
• Targeted Skill Development : IEPs focus on addressing the specific challenges and deficits commonly associated with autism. They identify areas such as communication, social skills, academic abilities, and behavior management where targeted interventions and supports can be implemented to foster growth and development.
• Accountability and Monitoring : An IEP provides a clear roadmap for the student's educational journey and serves as a guide for teachers and support staff. It allows for ongoing assessment and monitoring of progress, ensuring that interventions and strategies are effective and making necessary adjustments when needed.
• Collaborative Effort : IEPs promote collaboration and communication between parents, educators, and other professionals involved in the student's education. By working together, they can share insights, exchange information, and collectively make informed decisions to support the student's academic and developmental progress.
• Legal Protection : IEPs are protected by federal law under the Individuals with Disabilities Education Act (IDEA). This ensures that students with autism have the right to receive appropriate educational services and accommodations that meet their unique needs, enabling them to access a free and appropriate public education.

By understanding the purpose and significance of IEPs, parents and educators can work together to create meaningful and effective educational plans that support the learning and development of students with autism.

Setting Goals for Students with Autism

When it comes to creating Individualized Education Programs (IEPs) for students with autism, setting appropriate goals is essential for their educational and developmental progress. These goals are designed to address the unique challenges and needs of each student. In this section, we will explore the key considerations for setting IEP goals and the essential areas to address in these goals.

Key Considerations for Setting IEP Goals

Setting effective IEP goals requires careful consideration of several factors. These considerations help ensure that the goals are meaningful, attainable, and tailored to the individual needs of the student with autism. Some key considerations include:

• Individualization : IEP goals should be individualized to meet the specific strengths, weaknesses, and interests of the student. This ensures that the goals are relevant and meaningful to their unique needs.
• Measurability : Goals should be measurable and observable to track progress effectively. This allows educators and parents to assess whether the student is making progress towards the goal and make necessary adjustments if needed.
• Realistic and Attainable : Goals should be challenging yet realistic for the student to achieve. They should consider the student's current abilities and provide appropriate supports and accommodations to help them succeed.
• Collaboration : Collaboration between parents, educators, and other professionals is crucial in setting IEP goals. Input from all stakeholders helps ensure that the goals align with the student's needs and can be supported across various settings.

Essential Areas to Address in IEP Goals

IEP goals for students with autism should encompass a range of areas to support their overall development and success. While the specific goals may vary depending on the individual student, there are some essential areas that should be addressed. These include:

• Communication and Social Skills : Goals in this area focus on improving communication abilities, such as expressive and receptive language skills, as well as enhancing social interactions and building peer relationships.
• Academic Skills : Academic goals target improving reading and writing abilities, enhancing math and problem-solving skills, and promoting academic independence.
• Behavior and Emotional Regulation : Goals in this area aim to manage challenging behaviors, develop coping strategies, promote emotional regulation, and foster self-control.
• Independence and Life Skills : Goals related to independence focus on encouraging self-help skills, such as personal care and organization, as well as promoting life skills necessary for future success, like money management and job readiness.

By addressing these essential areas in IEP goals, students with autism can receive targeted support and interventions to facilitate their learning, development, and overall well-being. Working collaboratively with educators and professionals, parents can play a vital role in setting meaningful goals that empower their child with autism to reach their full potential.

Communication and Social Skills

When creating Individualized Education Programs (IEPs) for students with autism, it is crucial to address their unique needs in the areas of communication and social skills.

These goals aim to enhance their ability to interact and engage with others effectively. Let's explore two essential aspects of IEP goals related to communication and social skills: developing communication skills and enhancing social skills and interactions.

Developing Communication Skills

Developing communication skills is a fundamental goal for students with autism. It involves improving their ability to express themselves, understand others, and engage in meaningful conversations. Here are some key objectives that can be included in IEP goals:

• Expressive Language: Encourage the student to use appropriate words, gestures, or augmentative and alternative communication (AAC) systems to convey their thoughts and needs.
• Receptive Language: Enhance the student's ability to understand spoken language by working on comprehension skills, following instructions, and identifying key information.
• Pragmatic Language: Teach the student appropriate social communication skills, such as turn-taking, maintaining eye contact, using appropriate tone and volume, and understanding non-verbal cues.
• Vocabulary Development: Expand the student's vocabulary by introducing new words and concepts relevant to their age and academic level.
• Functional Communication: Foster the use of functional communication strategies, such as using visual supports or communication boards, to help the student effectively communicate their wants, needs, and feelings.

Enhancing Social Skills and Interactions

Improving social skills and interactions is another crucial aspect of IEP goals for students with autism. These goals focus on helping students develop appropriate social behaviors, navigate social situations, and build relationships. Consider incorporating the following objectives into IEP goals:

• Turn-Taking and Sharing: Teach the student how to take turns during conversations, games, and group activities. Promote the concept of sharing and cooperating with peers.
• Empathy and Perspective-Taking: Help the student understand and recognize the feelings and perspectives of others. Encourage empathy and teach appropriate responses in various social contexts.
• Initiating and Maintaining Conversations: Support the student in initiating conversations, asking questions, and maintaining interactions by engaging in reciprocal communication.
• Conflict Resolution: Teach problem-solving strategies to help the student resolve conflicts and appropriately express their feelings in challenging social situations.
• Friendship Building: Foster the development of social connections by teaching the student how to make friends, engage in cooperative play, and participate in group activities.

By focusing on developing communication skills and enhancing social skills and interactions, IEP goals can support the holistic development of students with autism. It is essential to individualize these goals based on each student's strengths, needs, and abilities, ensuring that they receive the necessary support to thrive in their academic and social environments.

Academic Skills

For students with autism, developing academic skills is an essential component of their Individualized Education Program (IEP). These goals are designed to support their learning and ensure they have the necessary tools to succeed in their academic journey.

In this section, we will explore two key areas of academic skills that are commonly addressed in IEP goals for students with autism: improving reading and writing abilities, and enhancing math and problem-solving skills.

Improving Reading and Writing Abilities

Improving reading and writing abilities is a fundamental goal for students with autism. Effective communication through reading and writing opens up opportunities for learning and self-expression. The IEP goals in this area may focus on various aspects, such as:

• Reading Comprehension: Setting goals to improve reading comprehension skills, including understanding main ideas, making inferences, and identifying key details.
• Phonics and Decoding: Addressing goals related to phonics, decoding, and sight-word recognition to enhance reading fluency.
• Vocabulary Development: Setting goals to expand a student's vocabulary through explicit instruction and exposure to new words and concepts.
• Writing Skills: Developing goals to enhance writing skills, such as sentence structure, grammar, organization, and content development.

By targeting these areas, students with autism can build a strong foundation for effective communication and academic success.

Enhancing Math and Problem-Solving Skills

Enhancing math and problem-solving skills is another crucial aspect of academic development for students with autism. Math concepts and problem-solving abilities play a vital role in various academic and real-life situations. IEP goals in this area may include:

• Mathematical Operations: Setting goals to improve skills in addition, subtraction, multiplication, and division, depending on the student's current level of proficiency.
• Numerical Fluency: Focusing on goals to enhance fluency in basic number facts and mental math strategies.
• Problem-Solving: Developing goals to enhance problem-solving abilities, including understanding and applying mathematical concepts to real-life situations.
• Mathematical Reasoning: Setting goals to improve the ability to analyze and solve complex math problems by applying logical reasoning and critical thinking skills.

By addressing these goals, students with autism can gain confidence in their mathematical abilities and develop problem-solving strategies that will support their academic progress.

In order to ensure effective tracking and measurement of progress, specific targets and benchmarks are often established within these IEP goals. Regular assessments and evaluations are conducted to monitor the student's growth and make any necessary adjustments to their educational plan.

Through a collaborative effort between educators, therapists, and parents, these academic goals can be tailored to meet the unique needs of each student with autism, setting them on a path towards academic success.

Behavior and Emotional Regulation

When developing Individualized Education Programs (IEPs) for students with autism, addressing behavior and emotional regulation is of paramount importance. This section focuses on managing challenging behaviors and promoting emotional regulation and self-control.

Managing Challenging Behaviors

Managing challenging behaviors is a vital aspect of supporting students with autism. IEP goals in this area aim to minimize disruptive behaviors, create a positive learning environment, and enhance the student's overall well-being. Here are some common IEP goals for managing challenging behaviors:

By setting these goals, educators and parents can collaborate to provide the necessary support and interventions to help students with autism manage their challenging behaviors effectively.

Promoting Emotional Regulation and Self-Control

Promoting emotional regulation and self-control is crucial for students with autism to navigate social interactions and academic settings successfully. IEP goals in this area aim to equip students with strategies to identify and regulate their emotions and develop self-control. Here are some common IEP goals for promoting emotional regulation and self-control:

By focusing on these goals, educators and parents can provide targeted interventions and support to help students with autism navigate their emotions, develop self-control, and thrive in various social and academic settings.

Independence and Life Skills

When creating Individualized Education Programs (IEPs) for students with autism, it is crucial to include goals that promote independence and life skills. These goals focus on empowering students to become more self-reliant in their daily activities and prepare them for future success. Let's explore two essential areas to address in IEP goals related to independence and life skills.

Encouraging Independence in Daily Activities

One of the primary goals for students with autism is to foster independence in their daily activities. These goals aim to equip students with the necessary skills to navigate their daily routines with minimal support. Some examples of IEP goals in this area include:

By setting these goals, students will gain the confidence and skills needed to carry out everyday tasks independently, fostering a sense of self-sufficiency and autonomy.

Promoting Life Skills for Future Success

In addition to fostering independence in daily activities, it is crucial to include IEP goals that promote life skills necessary for future success. These goals focus on developing essential skills that students will need as they transition into adulthood. Some examples of IEP goals in this area include:

By focusing on these life skills, students with autism can develop the necessary tools to lead independent and fulfilling lives beyond their school years.

The inclusion of IEP goals related to independence and life skills is essential for students with autism. These goals empower students by promoting self-reliance in daily activities and preparing them for the challenges and opportunities they will encounter as they transition into adulthood.

By addressing these areas, educators and parents can play a significant role in nurturing the independence and future success of students with autism.

Who sets the IEP goals?

The IEP team, which includes parents, teachers, therapists, and other professionals who work with your child, should collaborate to set the IEP goals.

How many goals should be set?

There is no one-size-fits-all answer to this question. The number of goals that are set depends on your child's individual needs. Some children may need more goals than others.

Can I suggest goals for my child?

Absolutely! As a parent, you know your child best. You can and should provide input when it comes to setting IEP goals.

What if my child doesn't meet their goals?

It's important to remember that progress is not always linear. If your child doesn't meet their goals, it may be time to reassess and make adjustments as needed. Don't get discouraged - keep working towards progress!

Are there any resources available to help me set meaningful IEP goals for my child?

Yes! There are many resources available online and through organizations like Autism Speaks that can provide guidance on setting appropriate and meaningful IEP goals for children with autism.

In conclusion, setting IEP goals for a child with autism is an important part of their education. By being specific, making goals achievable, focusing on strengths, collaborating with the IEP team, and evaluating progress regularly, you can help your child make meaningful progress towards their full potential. Remember to celebrate every victory, no matter how small!

• https://www.naset.org/IEP_Goals_Objectives_for_ASD.pdf
• https://iepgoals.net/iep-facts/iep-goals-for-autism/
• https://autismeducators.com/free-iep-goal-bank
• https://adayinourshoes.com/autism-iep/

Steven Zauderer

CEO of CrossRiverTherapy - a national ABA therapy company based in the USA.

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Understanding the IEP for Children with Autism

An Individualized Education Program (IEP) is a personalized plan developed for students who are neurodiverse, outlining their unique educational goals, learning needs, and the services they require. For people with autism, an IEP holds immense significance. Autism spectrum disorder (ASD) encompasses a wide range of challenges, from social communication difficulties to repetitive behaviors. An IEP addresses these specific needs, tailoring education to support the person’s strengths while addressing areas that need to be managed. It may include various interventions, accommodations, and specialized teaching methods to help the person thrive academically and socially across a multitude of environments.

The IEP serves as a roadmap, guiding educators, parents, and related service providers in delivering targeted support for people with autism. By establishing clear objectives and strategies, it ensures that the person receives a customized education designed to meet their individual requirements. The goal is to create a situation where everyone can learn. Moreover, it fosters collaboration among teachers, therapists, and parents, promoting a comprehensive approach to supporting the person’s development in various areas such as communication, behavior management, social skills, and academics. Ultimately, the IEP plays a pivotal role in empowering a person with autism (and their family and caregivers) by offering tailored support to help them reach their full potential within an educational setting.

An Individualized Education Program (IEP) functions as a legally binding document designed to safeguard the rights of people who are neurodiverse, including those with autism. It serves as a detailed blueprint outlining the specific educational services, accommodations, and support a person is entitled to receive under the law. As a legally binding document, the IEP ensures that students with disabilities are provided the services mandated by law (such as under the Individuals with Disabilities Education Act – IDEA in the United States) to meet their unique learning needs. Schools are obligated to adhere to the provisions outlined in the IEP, offering the specified services and accommodations (such as tools to meet sensory needs, specialized classroom environments, speech services, and more) to support the student’s educational journey.

Moreover, the IEP acts as a crucial accountability measure, ensuring that schools and educational institutions are held responsible for delivering the services agreed upon during IEP meetings. It serves as a roadmap for teachers, administrators, and service providers to follow, outlining the specific interventions and strategies necessary to help the student progress academically, socially, and behaviorally. This legal framework creates a structured process, ensuring that students receive the necessary resources, accommodations, and support outlined in the IEP to enable their success within the educational system. We will go on to discuss how what is outlined in the IEP is made actionable.

The IEP team is a collaborative group comprising various professionals and individuals invested in the educational journey of a person who is neurodiverse. Typically, the team includes the person’s parents or guardians, special education teachers, general education teachers, a school administrator or representative, and specialists such as speech-language pathologists, occupational therapists, psychologists, or behavior analysts. Each member brings a unique perspective and expertise to the table, contributing to the development, implementation, and review of the student’s Individualized Education Program (IEP). When these professionals work in concert with one another for agreed goals for a person, the results can be transformative and life changing.

This collaborative team works cohesively to create and implement an effective IEP that meets the unique needs of the student with autism, fostering their academic and social growth. Here is a thumbnail breakdown of everybody on the IEP team’s role:

• Student – All students who are able to attend their IEP meetings should be given the chance to do so. While some students might not be able to be in the whole meeting, as this meeting is about them and helps determine the course of their educational future, they should definitely be allowed to take part in it.
• Parents or guardians – Parents or guardians are key members, offering invaluable insight into the person’s strengths, challenges, and preferences. Their active involvement ensures that the IEP accurately reflects the person’s needs and goals. At the same time their knowledge of the person is second to none, and when that is communicated to the team it can greatly increase chances for success daily, monthly, yearly, and over the person’s life.
• General education teachers – General education teachers offer insights into the general classroom environment, providing information on the person’s participation in the typical classroom setting. Often in these settings, a person who is neurodiverse tends to thrive for a multitude of reasons. Some of these are a greater sense of independence, enjoying being in a different classroom environment (if they spend most of their time in the same one), or they generally know there is a higher expectation and they rise to the occasion to meet it.
• Special education teachers – Special education teachers bring expertise in adapting curriculum, implementing specialized teaching methods, and providing individualized instruction. In a similar role to the parents, they are generally around the student the most and also serve as their case carriers. They work intimately with the student and other staff to create an environment where the student can learn and thrive.
• School psychologist or other specialists – This person tends to see the student on a weekly, bi-weekly, or monthly basis depending on the level of need. They often serve as a sounding board to aid in the students’ social and emotional development.
• School administrators – While not around the student all the time, this is a crucial relationship that cannot be understated. Administrators can sometimes be seen as nameless/faceless entities that make decisions behind-the-scenes. This might sometimes be the case but, ultimately, these professionals want ALL students to be successful. When they know the student they can form a relationship that can be very productive in the myriad of situations that staff find themselves in during a school year.

Creating an Individualized Education Program (IEP) involves a structured and collaborative process to address the unique needs of a student with special needs, such as autism. The process typically starts with initial assessments and evaluations to determine the person’s strengths, challenges, and areas requiring support. Once the need for an IEP is established, the team, including parents, educators, and specialists, comes together for a meeting to discuss and plan the person’s educational journey. This is actually the beginning of several meetings that a family will have with school staff over the course of the student’s educational career.

To get started, the team conducts a comprehensive assessment to gather information about the person’s abilities, skills, and challenges. This evaluation helps identify the specific areas where the person needs support. Subsequently, the team collaborates to set measurable/actionable goals tailored to the person’s individual needs, focusing on areas such as academics, social skills, behavior management, and any other relevant domains. These goals are specific, measurable, achievable, relevant, and time-bound (often abbreviated as SMART), providing a clear roadmap for the person’s progress.

The team then outlines the necessary services, accommodations, modifications, and supports required to help the student achieve these goals. These might include specialized instruction, assistive technology, speech therapy, occupational therapy, meetings with the school psychologist, or behavioral interventions. Finally, the IEP is documented, detailing the agreed-upon goals, services, accommodations, and the methods for evaluating progress. It’s a living document, subject to regular review and adjustment based on the person’s advancement and evolving needs. Throughout this process, open communication and collaboration among all team members remain pivotal to ensuring the IEP’s effectiveness in supporting the student’s educational growth and success.

An Individualized Education Program (IEP) is a comprehensive plan designed to meet the unique educational needs of a person with disabilities. It begins with an assessment of the person’s present levels of academic achievement and functional performance. This evaluation identifies the person’s strengths and weaknesses, providing a baseline for setting educational objectives. From there, once the baseline is established, measurable annual goals are put together, outlining specific targets the person should achieve within a year across various areas—academic, social, behavioral, or other relevant domains.

In conjunction with these goals, the IEP specifies the services to be provided to support the person’s educational progress. This may include specialized instruction, support services (such as speech, occupational therapy, counseling), accommodations, or modifications tailored to the person’s individual needs. Classroom placement, another critical component, delineates the extent to which the person will be integrated into regular classrooms versus receiving specialized instruction in a different setting. For older students, transition planning becomes pivotal. This involves outlining the strategies and services necessary to facilitate the student’s progression from school to post-school activities, such as higher education, vocational training, adult transition plans, or employment. At that phase of a person’s life, they generally have agencies like the Regional Center or the Department of Rehabilitation helping them access services in place of a school team.

Crucially, an effective IEP includes mechanisms for measuring the person’s progress toward the established goals. It details the methods, frequency, and tools to be used in assessing and monitoring the person’s development. Progress monitoring ensures that the goals remain realistic and attainable, allowing for adjustments to the educational plan if needed. This is what makes IEP meetings so important. By regularly evaluating progress, educators can tailor instruction and services to better meet the person’s evolving needs, ultimately fostering academic and personal growth within an inclusive and supportive educational environment for everyone.

Parents play a pivotal role in the Individualized Education Program (IEP) process, serving as crucial advocates for their loved one’s educational needs. Their involvement is not just encouraged but legally mandated. Parents bring invaluable insights into the person’s strengths, challenges, and preferences, offering a holistic understanding that informs the creation of a comprehensive IEP. Collaborating with educators and specialists, parents actively participate in the development, review, and revision of the IEP, ensuring it aligns with the person’s unique requirements. This is also why, as much as possible, it’s important to include the person who the IEP is for in the actual IEP. They, sometimes more than anyone else, can attest to whether the goals and objectives are where they need to be.

To advocate effectively for their loved one, parents should familiarize themselves with their rights within the IEP process. Understanding these rights empowers parents to contribute meaningfully, ask pertinent questions, and ensure the person in question receives the appropriate services and accommodations. Preparation for IEP meetings is vital; parents can prepare by reviewing the current performance, noting concerns or areas of improvement, and articulating the person’s strengths and challenges. Bringing documentation, such as progress reports or assessments, and compiling a list of questions or goals can help facilitate productive discussions during the meeting.

Key parental rights in the IEP process include the right to participate in all meetings related to their loved one’s education, the right to provide input and consent regarding evaluations and services, and the right to request changes or revisions to the IEP. Additionally, parents have the right to access educational records and to seek independent evaluations if they disagree with the school’s assessments. These rights ensure that parents have a voice in shaping the educational journey of their loved one, fostering a collaborative partnership between families and educational professionals.

The IEP process can present various challenges for both parents and educators. One common challenge is communication breakdowns or misunderstandings between all involved parties. Misinterpretation of assessment results or differing perspectives on the person’s needs can lead to disagreements during meetings. Additionally, limited resources or staffing constraints within schools may hinder the implementation of certain services or accommodations outlined in the IEP. These challenges can impede the creation of a comprehensive and effective plan tailored to the person’s needs.

To assist in overcoming these hurdles, fostering open and clear communication among parents, educators, and specialists is crucial. Regular and transparent dialogue helps align expectations, address concerns, and ensures everyone comprehensively understands the person’s strengths, challenges, and required support. Collaborative problem-solving during meetings can also facilitate consensus-building. Moreover, staying informed about available resources and services, both within the school system and externally, can help identify alternative solutions when resource limitations arise. Seeking guidance from support groups, advocacy organizations, or educational consultants can provide valuable insights and strategies to navigate these challenges effectively. Ultimately, prioritizing the person’s best interests and maintaining a solution-oriented approach can significantly enhance the IEP process and its outcomes.

If your son or daughter isn’t making progress despite the IEP, it’s crucial to address this with the school’s IEP team. They can reassess the plan, explore alternative strategies or services, and consider additional support or modifications to better meet your son or daughter’s needs. Communication and collaboration with the school are key to finding solutions that might better support their progress.

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IEP Goal Writing

I had yet ANOTHER IEP today. Sigh. I have gotten a few emails lately about IEP goal writing and while I feel like I could write a long, rambling novel about this topic – I will try to keep this short and sweet. I know we all know about IEP goals being measurable. But what does measurable really mean? And how can we make measurable meaningful? Some goals are written spotlessly, perfectly measurable but you know what? You will do not use that measurable criteria because it’s either too complicated or doesn’t fit.

So how can we make measurable meaningful? You need to think about how you will be taking data on this goal. Will you be doing discrete trial, fluency, or trials throughout the day? Base the ‘measurable’ mastery criteria on how you will be taking data. Start there. As far as what the mastery criteria entails – what does mastery look like? 80% mastery criteria drive me NUTS. Doing something correctly 80% of the time is not mastery. If you crash your car 2 times out of every 10 car trips – have you mastered driving? Think about what mastery will look like.

When writing goals there are several components you NEED:

• what materials are going to be provided to accomplish this goal
• what setting will this goal be accomplished in (doing something in the special ed room can be very different than accomplishing this task in the community or general education classroom)
• # correct out of certain # of trials or opportunities
• percentage correct
• frequency (number correct in a specified time period – ie. 25 per minute)
• for all criteria: how many days must this criteria be reached to be considered mastered? Consecutive of nonconsecutive days/sessions?

Some notes:

• I do not like or use percent correct as a measure. Percent does not give me enough information and can be far too subjective to accurately compare data. 80% correct on 4  trials is very different than 80% on 100 trials. Also how long are these trials taking? Completing 4 math problems in 10 minutes is very different than 4 math problems in 30 seconds. Would you consider those two students having the same level of mastery? Even though both had 100% accuracy. Ugh nope.
• I really like using frequency! You can easily compare data from each session or school day. It can be easily assessed and incorporates the most amount of information. 25 Dolch words per minute is 25 Dolch words per minute no matter what.
• I also like using prompts as a mastery criteria for my students who are lower functioning. For benchmarks, I will use a certain number of adult prompts. For example, first benchmark is task accomplish with 3 or less physical, gestural, or verbal adult prompts, next benchmark with 2 or less, and final goal is task accomplished with only 1 adult prompt of any kind.
• Final note: you want a complete stranger to pick up this goal and know exactly what it looks like and what you mean!
• Provided a text at the appropriate reading level as indicated by student’s Fountas and Pinnell Reading assessment, student will read the book with less than 2 verbal or gestural adult prompts and orally answer 4 out of 5 comprehension questions correctly (asked orally) on 5 consecutive sessions or days.
• Provided a journal prompt in the form of a familiar picture or familiar written or orally given topic, student will write 10 or more on topic sentences with correct spelling and sentence structure with 5 or less errors total on 5 consecutive sessions or days.
• When given a flashcard or visual representation, student will correctly say the name of both upper and lower case letters, numbers 1 – 20, and 10 different colors at a frequency of 30 per minute on 5 consecutive sessions.
• When given a flashcard picture, actual item, or other visual representation, student will correctly say the name of 100 new words at a frequency of 30 per minute on 5 consecutive sessions.
• Student will match the written word to a picture representation correctly on 10 out of 10 trials on 5 consecutive days for 50 different words in total.
• Student will solve up to 3 digit addition and subtraction problems with and without regrouping when both are intermixed within the same field worth at a frequency of 5 per minute on 5 consecutive days.
• Student will correctly complete double digit multiplication with and without regrouping when both types are intermixed on the same page on 19 out of 20 problems on 5 consecutive days.
• Student will correctly complete single digit addition problems with numbers 1 – 5 either orally or written at a frequency of 15 per minute on five consecutive days.
• Given up to 6 different coins or pictures of coins, student will say the correct total in less than 3 seconds on 9 out of 10 trials.
• Given up an analog clock and a time representation to the minute, student will say the correct time  at a frequency of 20 per minute on 3 consecutive days.
• When provided an array of known items and the verbal prompt, “Give me” followed by a number up to 10, student will give the correct number of items in less than 5 seconds on 4 out of 5 consecutive trials on 10 consecutive days.
• Student will verbally name and state the value of a penny, nickel, dime, and quarter when presented with the coin or picture representation of the coin and delivered intermixed in less than 3 seconds on 9 out of 10 trials on 5 consecutive days OR at a frequency of 25 per minute.
• When given the verbal command, “Point to ..” student will point to the correct body part on himself for 8 unknown body parts (when delivered in succession and intermixed) on 9 out 10 trials in less than 5 seconds on 5 consecutive days OR frequency of 20 per minute.

Social Studies:

• Within the community, student will engage in 3 appropriate verbal responses or relevant community tasks with only one adult physical, gestural, or verbal prompt for all 3 tasks on 3 consecutive community trip opportunities.

Social/Emotional:

• In a group situation with familiar peers, student will maintain appropriate space with no more than 1 adult prompt in a ten minute time period on 5 consecutive days.
• Student will participate in a structured group activity with an adult and one or two peers and engage in 3 or more social interactions with less than 2 adult prompts in total on 5 consecutive days.
• In the classroom, community, and school environments, student will independently verbally ask and answer relevant questions without any type of adult prompts at least 10 times per school day on 5 consecutive days.
• Provided a situation when student feels frustrated, uncomfortable, or annoyed, student will express his emotions using words on 3 consecutive opportunities with no adult prompts.
• When greeted or asked a question by a peer or teacher, student will appropriately comment or ask a relevant question back on 5 consecutive opportunities with no adult prompts.
• Student will correctly verbally answer 5 personal information questions (What’s your name? What city do you live in? How old are you? What school do you go to? and Who is your teacher?) within 5 seconds with less than 2 prompts on all 5 questions on 5 consecutive sessions when questions are delivered in sucecssion and intermixed.
• When greeted or asked a question by a peer or teacher, student will respond appropriately without repeating the same response on 9 out of 10 consecutive opportunities on 5 consecutive days.

Independent Functioning:

• Student will work independently on a previously mastered task for 20 minutes with only 1 adult prompt and engage in only task related behaviors on 5 consecutive days. 
• Student will respond appropriately to 10 previously unknown one step commands when delivered in succession in English at a rate of 25 per minute.
• When there is a change in the schedule, demand placed, or non-preferred work task presented, student will utilize visuals such as a star chart or first/then and maintain appropriate behaviors such as a quiet voice, work completion, and compliance on 5 consecutive opportunities on 5 consecutive days.
• Student will demonstrate knowledge of the calendar by verbally identifying the day, month, and season when asked with no more than 2 visual prompts for all 3 questions when intermixed on 5 consecutive days.

Check out my parent IEP questionnaire free download from two weeks ago!

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40 Comments

Your posts are always so relevant to my needs. Thank you for all your blogging! I haven’t managed to keep up with mine (The Puzzling World of Autism) but I’m not giving up:) We should organize a Special Ed Midwest teacher meet up for the summer. (I’m in Michigan.)

Thank you so much…I don’t know how you knew I needed this post today, but I did! I am finishing an IEP for tomorrow, and have been asked to add another goal…which I think will be derived from one of the independent functioning goals you posted. I can’t thank you enough!

Omigosh that would be so fun Amy! I would totally be up for that! Thanks for your feedback – made my day 🙂

I must have read your mind Michelle! Hope your IEP went well 🙂

This has been very helpful when coming up with goals for my students. I would love if you would post your thoughts on non-verbal IEP goals as well as non-readers. I am still getting the hang of teaching this part of my caseload!!

Thanks for all of your help!

Sure Danielle – I will try and do a post about that next week – good idea! 🙂

This is my second year as a ECSE Preschool teacher for four and five year olds. Your insight on IEP paper work is a great help. I also have several non-verbal students and would love to know your thoughts on IEP goals for these kiddos. Thank you for blogging.

I have been asked that a few times so I am definitely putting that on my post to do list! THanks for reading and be on the look out 🙂

How do you keep data on prompt frequency? I’ve never found a good way to keep track of going from 3 prompts to 2, etc.

I’d also love to see some non-verbal goals…going to scroll back and see if I can find a post.

I need to do a long post on nonvebral goals. I usually track prompts by using a tally system to note prompts used during the work task. Let you know when I do the nonverbal goal post! 🙂

Hi there I am a parent who is new to this IEP stuff. I know you said these are goals, what would be some examples of objectives that might go with some of these goals?

Great question – most of my objectives are usually similar versions of the goal but either with less stimuli (ie. 3 colors when the total goal is 12 colors; or reading words with blends br, bl, sp, and st) or with a lower mastery criteria (ie. 5 out of 8). Does that make sense? Thanks for your questions!

Hi, I am the parent of a three year old recently diagnosed with Autism. He has been going to OT once a week for 1 year since he was spotted with a speech delay. I have an IEP meeting in 5 days and want to be able to help build the IEP but was never really asked for my input and to be honest at the Eligibility meeting I did not have the foggiest what an IEP was. I also want to follow my neurologists recommendation and get my son plenty of ABA therapy but the cluster school we’re in has none. The only class available is one with varied disabilities from 3-5 yrs old and a 17:1 student/ teacher ratio. I am afraid my son will regress as he is very anxious around crowds – more than 3 or 4 people. I can’t delay the meeting if I want my son to be in a classroom this fall. Please give me advice on 1) goals & objectives – I found a lot for older kids but not too much for a 3 year old with the academic age of a 17 mos old, 2) support to bring with me to IEP meeting – my son’s therapist?, teacher (ABA specialist) from the private school I want my son to attend, 3) do I bring outside evaluation? I have got to get onboard fast and be a good advocate for my son – any suggestions?

First off, you never have to sign an IEP if you don’t agree with it. So at the meeting if you don’t feel comfortable with any part – you do not need to sign off that you agree. I would bring any support (therapist, etc) with you to help guide you through the process. Have you used the ABLLS (Assessment of Basic Language and Learning Skills) with your son? This assessment would provide some great objectives and goals. Ask if the school district uses it. And absolutely bring your own outside evaluation. Good luck! Your son is lucky to have you as his advocate!

Have you added the post on nonverbal goals? Where can I find that post? I need help! 🙂

I don’t think I ever did that post! Will add it to my to do list for next week! 🙂

Did you ever add the post on nonverbal goals? Where can I find it? Thanks!!!!

What are your thoughts on goals for scripting behaviors? would love any insight, thanks!

Check out these posts on sensory behaviors: https://theautismhelper.com/?s=sensory+behaviors . Especially this one: https://theautismhelper.com/sensory-behaviors-reinforce-intervals-without-behavior/ . This intervention can be very successful.

You are awesome. I am an Emotional Support Teacher and I find your materials an asset to my program. I am now receiving AS students and your packets and materials have been a God sent. Thank you for sharing

Thank you so much for reading and for this sweet comment! 🙂

I wish I had seen this 14 years ago but better late than never. My son has had a 1:1 aide since he entered school. He is now 18 and I would like him to transition to a school district run vocational/living skills program. The IEP team (administration and staff) are saying this might not be the program that best suits him unless he can participate without a 1:1 aide. They are using the leverage that I want him to go to the vocation/living skills class as a way to remove the 1:1 support he has always had. They do have support within the program and they feel they could give him the support he needs without the 1:1 support. I would like to fade the 1:1 as he masters independence. Can I insist on support until they can provide documentation of independence in that program. Can they refuse to let him attend a program that would further his independence and give him vocational training?

Great questions. I’m not sure! Every school district is different and to be honest I’m not sure how state regulations effect that. You can ask for data to back up your case. That might be a good place to start.

HI Sasha! Have you updated any topics about goals and objectives? Have you ever written a goal around having a student be more independent in writing out his daily school schedule, if so are you willing to share?

Hi Tricia! I definitely need to do some more IEP goal posts. I have definitely written schedule use goals for independent functioning. I would use the number of prompts as the criteria because that would be the easiest to keep track of! I will add some more posts on this soon!

Was this ever posted…I’m interested in looking at these?

Working on an IEP goal series – hopefully will get up soon!

I’m a mom of a nonverbal child and I”m a little flabbergasted that you are ok with prompts being in the goal. No way do I ever accept a goal as mastered if there is a prompt involved. IDEA states children are to be prepared for further employment, future eduction, employment and independent living. Unless the district is going to provide my daughter with an aide to prompt her for the rest of her life I want the bar set high. Independence should be the goal always.

It’s important to note prompting whether prompts will be used or not. Some teachers will not automatically assume that the benchmark is without any prompting (ie. independent) unless noted. So I always want to make sure that is clarified. I completely agree – independence should always be the goal. However based on the needs of students (perhaps a student with a severe/profound cognitive delay), a year may not be enough time to accomplish the task independently. So some IEP goals for the year may continue to include prompts and each year (and each benchmark throughout the year), the mastery criteria will advance to ideally include less prompting. This allows us to continue to work on those essential life skills that may take longer to master. Thank you for sharing your opinion.

I am struggling with writing goals and objectives. You said in your post that you write the goal and then your objectives are the same with fading prompts or increasing something. My question is then when you write an IEP do you end up with lots of goals? Like for math do you have one goal for addition problems with objectives and then another for subtraction and even another for telling time giving you 3 math type goals. Then the same for reading and other subjects? I was taught to have a general math goal with objectives that hit addition, subtraction, and telling time. As I am trying to take data and put into a graph I am struggling. I would prefer the your way if I am correct in how you write IEPs. My other concern is how long are your IEP’s when you print them?

thanks, Carrie-Anne

Hey Carrie-Anne – GREAT question. I know exactly what you mean. If you end up writing a goal for each thing you work in math (and every other subject) you end up with a ridiculous amount of goals. I write a general math goal like you mentioned with (depending on the student) a variety of objectives that build to that goal. Then when I take data, graph, and work on that goal we treat the benchmark almost like a mini-IEP goal and separate it out. Does that make sense? Basically I want to not be overwhelmed by having 6 math IEP goals so writing the general one accounts for everything we work on then when I take data and actually work on the concept we break it down to the exact skill with a simple mastery criteria. Let me know if that makes sense!

HI, I am needing help in writing an adaptive behavior goal for a middle school student. Any suggestions?

Hmm… give me a little bit of background on the student and we can brainstorm! 🙂

Hi, what is the significance of using the word consecutive in your goals? Consecutive has many varied meanings and it seems to me may or may not be practical during a school day or even in the home, community setting. What does consecutive usually intend when you see the term used in many goals…in your opinion?

How many times in a row that student had the opportunity to demonstrate the goal and data was collect. So if data was collected on 9/10, 9/12, and 9/15 – I’d want to see the mastery level on those 3 consecutive days of data collection. Hope that helps!

How do you typically report on these goals for progress reports, baseline data, present levels of performance, etc.? For example, for the goal “When given a flashcard picture, actual item, or other visual representation, student will correctly say the name of 100 new words at a frequency of 30 per minute on 5 consecutive sessions.” If day 1 they name 30 of 100, day 2 they accurately read 20, day 3 they read 50, day 4 they read 100 and day 5 they read 80, how would you report onthis? Do you average the scores or just say the most recent score? Thank you!

I’m not a huge fan of averaging so I would probably share the most recent score to give a more accurate depiction. Or you could say in the last 5 opportunities words per minute ranged from 30-50 to give the span of response scores

Thank you for sharing this helpful guide on IEP goal writing for autism! I am an occupational therapist working with autistic students and find that the tips and strategies provided in this post are indeed helpful in creating meaningful and measurable goals for my clients. I appreciate the examples and templates provided, and I will definitely use them in my practice. Great job! 👍

SO great to hear this was helpful for you! Thank you for reading 🙂

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• Oct 5, 2023

Speech and Language IEP Goals for Autistic Kids

Updated: Jul 30

An IEP is a specialized plan to help kids with disabilities have a better learning experience and communicate with others more easily. This article will teach us about IEPs and why they are so important for these kids. We'll also see speech and language IEP goals that can help and how to set effective goals.

What is IEP?

An IEP, an “Individualized Education Program,” is a personalized plan to help kids with special needs, like autism, succeed in school. IEPs support these kids' learning and development by tailoring the education process to their unique needs.

IEPs are legally mandated in the United States under the Individuals with Disabilities Education Act (IDEA ) to ensure that children with disabilities receive an appropriate and inclusive education. These plans provide a roadmap for teachers, parents, and specialists to work together to help the child succeed academically and socially, focusing on addressing their specific needs in areas such as speech and language development, among others.

For autistic kids, IEPs can be especially helpful because they focus on improving speech and language skills, social communication, and other areas that can be challenging for them. These plans include specific goals, strategies, and accommodations to make sure the child gets the support they need to thrive in school and beyond.

Speech and language IEPs are for kids with specific speech and language needs . It is designed to support the child’s development of communication skills to help them overcome speech challenges, improve their ability to communicate effectively, and access their educational curriculum more successfully.

Who Determines Eligibility for an IEP?

Eligibility for an Individualized Education Program (IEP) is determined through a formal evaluation process. The process typically involves a team of professionals, including educators, special education teachers and specialists, and sometimes medical or psychological experts, depending on the nature of the child's disability. The steps involved in determining eligibility for an IEP include:

Referral : A child is referred for evaluation by a teacher, parent, or another concerned party who suspects that the child may have a disability that affects their educational progress.

Identification : A comprehensive evaluation assesses the child's strengths and weaknesses, typically covering cognitive abilities, academic performance, social and emotional development, and functional skills. A speech-language pathologist (SLP) may be involved in the IEP meeting to assess speech and language concerns.

Eligibility Determination : The evaluation team reviews the assessment results from the SLP and determines whether the student needs special education services and an IEP. Eligibility is based on whether the child meets the criteria for one or more specific disability categories defined by federal or state special education laws.

Individualized Education Program (IEP) Development : If the child is found eligible, an IEP team, including parents or guardians, collaborates to create an individualized plan that outlines the child's specific goals, services, accommodations, and supports needed to address their unique needs. This plan is designed to help the child access the general education curriculum and make progress.

Implementation : The child’s IEP plan is implemented at this stage. The IEP team works together to ensure that the goals and services outlined in the IEP are implemented effectively. This step involves assigning responsibilities, scheduling services, and monitoring the child's progress regularly.

Understanding Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects how a person thinks, communicates, and interacts with others and their environment. It is referred to as a "spectrum" disorder because it can vary widely from one individual to another, making each individual's experience unique.

Some key characteristics of ASD include:

Difficulties in social interaction, such as difficulty with making eye contact, understanding social cues, forming relationships, or interpreting emotions in others

Challenges in communication, including delayed speech development, difficulty in understanding and using language, and challenges in nonverbal communication system

Often engaging in repetitive behaviors or having specific interests. These behaviors can vary widely and might include repetitive movements, fixations on certain topics, or following strict routines

Heightened sensitivities to sensory stimuli, such as lights, sounds, textures, or tastes.

ASD is typically diagnosed in early childhood, often by the age of 2 or 3. Early intervention and support can significantly improve the quality of life for individuals with ASD by helping them develop important skills and adapt to their environment.

Importance of Speech and Language IEP for Autistic Kids

Speech and Language IEPs are vital tools in addressing the unique communication challenges faced by autistic children and promoting their overall development. Here are several ways in which speech goals for autism can benefit and support autistic kids:

Individualized Support : Autism is a spectrum disorder, meaning it affects each child differently. Autism speech therapy goals are customized to meet the specific needs and abilities of each individual autistic child, such as providing language therapy with a speech therapist. This tailored approach ensures that the support provided is highly relevant and effective.

Communication Development : Many autistic children experience speech and language development delays and may need language therapy with a speech therapist. IEPs set clear goals for improving expressive skills (speaking) and receptive language skills (listening and understanding). For nonverbal or minimally verbal autistic children, IEPs may include goals related to Augmentative and Alternative Communication (AAC) systems, which can help these children express their thoughts, needs, and desires effectively.

Social Communication : Autistic children often struggle with social communication, including the ability to initiate and maintain conversations (a result of undeveloped conversation skills), make eye contact, and interpret nonverbal cues. Speech and language IEPs include goals to improve pragmatic language skills, essential for building relationships and participating in social interactions.

Academic Success : Communication skills are essential for academic success. IEPs can include goals to support language comprehension, reading, and writing skills, enabling autistic children to access and understand their curriculum more effectively.

Improving Independence : Effective communication skills are essential for daily living and independence. IEPs help autistic children develop the ability to communicate their needs, make choices, and engage in self-care and daily routines.

Support for Teachers : Speech and language IEPs guide teachers and other professionals working with autistic children. These plans offer strategies and techniques to support communication in the classroom, making it easier for teachers to provide effective instruction and foster a positive learning environment.

Regular Progress Monitoring : IEPs include mechanisms for tracking a child's progress toward communication goals. This allows for ongoing assessment and adjustments to the plan as needed to ensure continued growth.

Parental Involvement : Speech and language IEPs often involve parents and caregivers in the planning and implementation. This collaboration ensures that the child's communication goals are reinforced at school and home.

Speech and language IEP goals for autistic kids can be broken down into the following categories:

Joint attention

Social reciprocity

Language and related cognitive skills

Behavioral and emotional regulation

Joint Attention

This refers to the collective attention of two or more people on an object or action. It involves balancing one's attention between oneself, another individual, and an object or event within one’s environment. This IEP goal focuses on enhancing the child's ability to engage in joint attention, which is important for developing social interaction, language, and learning skills.

Sample IEP Goals to Promote Joint Attention:

Responding to a caregiver's voice.

Shifting focus between people and objects.

Identifying and describing their emotional states and that of others.

Leaving comments to express enjoyment and interests .

Recognizing what others are suggesting through gaze and gestures.

Using the emotions of others to steer behavior in social interactions, such as showing empathy or praising others

Social Reciprocity

Social reciprocity, also known as the give-and-take in social interactions, involves the ability to respond to others' interests, engaging in back-and-forth conversations, and adapt one's behavior in a way that promotes positive and meaningful social interactions. It encompasses taking turns in conversation, listening actively, sharing attention, and understanding social norms.

Children with autism often struggle with understanding and engaging in social reciprocity because they may not naturally pick up on social cues that develop social skills or know how to respond appropriately in social situations.

Sample IEP Goals to Promote Social Reciprocity

Taking turns in conversational exchanges by responding to other people’s comments or questions appropriately

Initiating conversations with others by asking questions or making comments that are relevant to the topic.

Demonstrating active listening skills during discussions, such as maintaining eye contact with the speaker.

Sharing attention with others by directing attention to objects or structured activities of mutual interest.

Responding positively to peers' invitations to play or interact.

Using appropriate greetings and farewells during social interactions.

Recognizing breakdowns in communication and attempting to repair them

Language and Cognitive Goals

Language goals and cognition goals are anything that has to do with the understanding and use of the child’s native language. This can also include nonverbal communication, such as gesturing. These IEP goals for autistic children, particularly language activities and goals, are essential for promoting functional communication, comprehension, and cognitive development.

They include skills such as understanding spoken instructions, expressing thoughts and feelings, using appropriate gestures, and developing cognitive skills that support language development.

Sample IEP Goals to Promote Language and Cognition

Following one-step verbal prompts or instructions, e.g., “Touch your nose”

Following multi-step verbal instructions, e.g., “First, pick up the book, and then give it to me”

Using gestures or simple signs (a form of non-verbal communication or sign language) to request preferred items or activities

Categorizing objects or pictures into basic groups

Demonstrating improved understanding of facial expressions

Identifying basic emotions and their corresponding expressions

Combining words with gestures to express intentions as expressive language

Turning pages and pointing at images in books similar to using the Picture Exchange Communication System (Pecs) or role-play

Understanding sequence of events in stories

Behavioral and Emotional Regulation

Behavioral and emotional regulation goals for autistic kids focus on developing skills related to recognizing, expressing, and coping with emotions in socially appropriate ways. This can be particularly challenging for autistic children because it deals with the core of their diagnosis.

Sample IEP Goals to Promote Behavioral and Emotional Regulation

Identifying and communicating basic emotions in themselves using verbal or nonverbal cues, such as visual cues

Using a visual or sensory calming tool when experiencing heightened emotions.

Requesting a break when feeling overwhelmed or anxious.

Protesting undesired activities

Identifying the emotional state of others and responding with empathy and appropriate support

How to Develop IEP Goals for Autistic Kids

Developing IEP goals for autistic kids requires a collaborative and systematic approach involving parents, educators, specialists, and other professionals. Here are some tips on developing effective IEP goals for autistic children:

Conduct an Assessment : Begin by thoroughly assessing the child's strengths, challenges, and specific needs.

Use the SMART Criteria : Ensure that each goal meets the SMART criteria.

Specific : Define the goal in a clear and specific manner, specifying what, where, when, and how the skill will be demonstrated.

Measurable : Include criteria for measuring progress and success. What will be counted or observed to determine if the goal has been met?

Achievable : Goals should be challenging yet attainable. Consider the child's current abilities and potential for growth.

Relevant : Goals should be relevant to the child's unique needs and educational objectives.

Time-bound : Set a specific timeframe for achieving the goal, typically within one school year.

Address Priority Areas : Focus on areas that significantly impact the child's educational progress and daily life.

Align with State Curriculum : Ensure that IEP goals are aligned with state educational standards and the curriculum. This helps the child access the general education curriculum to the greatest extent possible.

Consider Real-Life Skills : Include goals that focus on functional skills that the child will need in everyday life, such as functional communication, social skills for interaction, self-help, problem-solving skills, and emotional regulation.

Include Short-Term Goals : For some children, including short-term benchmarks within a goal may be helpful. These break down the larger goal into smaller, more manageable steps.

Monitor Progress and Make Adjustments : Regularly monitor the child's progress toward each goal and adjust as needed. If a goal is not being met, consider modifying the strategies or the goal itself.

Speech and Language Individualized Education Program (IEP) goals for autistic kids are essential for addressing their unique communication needs. These goals focus on improving communication, social interaction, language development, and emotional regulation. By setting clear, measurable goals and providing tailored support, IEPs play a vital role in helping autistic children reach their full potential and thrive in educational and social settings.

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10 Achievable IEP Goals for Autism With Action Steps

An Individualized Education Program (IEP) is an educational plan written to support students with learning disabilities. These documents include goals for the student to work towards during the academic year, as well as what supports are needed to meet these goals. For an IEP to be effective and meaningful, a team of professionals works with families to create highly individualized goals for the student. Here, we will discuss the importance of IEP goals, how to write a strong IEP, who should be involved, and how to track progress to ensure the goals are being met.

The Importance of IEPs for Students with Autism

Essential areas to address in iep goals, academic skills development, expressive language skills, promoting emotional regulation and self-control, promoting life skills for future success, monitoring and reviewing progress, individualized instruction and accommodations, understanding individualized education programs (ieps).

An IEP is a personalized plan developed for students with disabilities, including autism. IEPs are part of the Disabilities Education Act to help protect and support students who are struggling educationally. An IEP should cover all aspects of the student’s special education program, including educational goals, supports, and services that the student will need to help them achieve these objectives.

IEPs are created for each student and should be tailored to highlight their learning gaps, skills, and learning styles. IEPs are created through a collaborative effort involving teachers, parents, special education professionals, and other relevant educational team members. This multidisciplinary team works together to develop the goals and strategies for the student, and each member provides a unique insight and perspective. If possible, the student should participate in the IEP process to allow them to self-advocate, identify their areas of improvement, and help with goal creation.

Students with autism can learn and acquire new skills but need specific support to help them learn. IEPs cover academic, social, and behavioral concerns and gross and fine motor skills. A lack of IEP is not only against the law but will result in the child falling further behind in their education and likely increasing challenging behaviors.

As autism is a spectrum condition, it affects each student differently and will impact their learning in individual ways. As such, the IEP should be tailored to each individual, including their unique set of challenges and strengths, as well as the child’s learning style, sensory sensitivities, supports, likes, dislikes, etc. As IEPs are so individualized, having parents collaborate and work jointly with educators is essential to help create the most effective IEPs, as they can provide their unique insight.

Setting Effective IEP Goals

Key Considerations for Setting IEP Goals

When creating an IEP, the team should begin to evaluate and examine previous documentation to assess the student’s current level of achievement. Previous goals that have been met and have been successful, as well as those areas in which the student is struggling, should be reviewed. The areas where the student has made strong progress would indicate that the student can move on and learn new skills. Where the student is stuck or not progressing, there should be an analysis to identify where the skill breakdown occurs to address this in the following IEP.

Furthermore, the student’s learning style should be included and considered throughout. This includes whether the student is a visual learner, kinaesthetic, auditory, or reading/writing. Goals and materials should be made with this in mind to help the student learn these new skills. Moreover, how frequently a student needs breaks and what type of breaks, such as movement breaks, quiet time, etc, should be considered and included.

Finally, the student’s communication needs should be assessed and targeted in the IEP. For example, the IEP should include whether the student is vocal or requires an Alternative and Augmentative Communication (AAC) device, visual supports to help with communication, or any speech impediments with which they need extra support.

SMART Goals

For IEP goals to be effective, there are 4 dimensions that each goal should cover. That is, goals should be specific, measurable, achievable, relevant, and time-bound (SMART).

If a goal is specific, that means it is objective, clearly explained, and concrete. A goal must be specific so that every person who reads the IEP understands the goal and how to implement it.

For a goal to be measurable, it must be defined. For example, a reading goal may contain how many words the child is expected to learn, whereas an attending goal may include how many minutes the child is expected to be on task.

Achievable goals state that the targets need to be realistic and reasonable. That is, goals should be challenging so the student is being pushed, but should also be a goal that the student should be able to master by the end of the year. The goals should not be too difficult or too easy.

For an IEP goal to be relevant, it should be specific to that student and whether or not that skill has any significance for that student’s life. For example, for a cooking-related goal, teaching a student who dislikes coffee how to prepare a cup of coffee would not be a relevant goal, as he will never use this skill outside of class. However, if they like hot chocolate, targeting how to make this would be relevant as it’s important to the student and has an application to his life.

Time-bound goals relate to there being a clear beginning and end. This could be both short-term and long-term. For example, a dressing goal that would be time-bound may specify that a student needs to change clothes within 5 minutes. A long-term goal will typically go from the beginning to the end of the school year.

Depending on the student, different areas of an IEP will receive more or less emphasis. However, an IEP must cover key areas to help develop skills and support the student across numerous areas. After an assessment, an IEP will be developed that targets communication skills, social skills, academic skills, and behavior and emotional regulation.

In the communication domain, the IEP will have goals related to social, expressive, and pragmatic communication. As mentioned, the communication modality will be considered, and there will be goals to target this specific communication type. For social skills, the domain will cover peer goals and group goals. The academic domain will cover most academic subjects, with goals tailored specifically for that child’s level. Behavior and emotional regulation domains typically cover the challenging behaviors that have been targeted for reduction and the alternatives that will be taught in their place.

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Developing Academic Skills

Improving reading and writing abilities.

Reading and writing goals are essential goals for students with autism. Words are everywhere, and being able to read and understand words opens up opportunities for communication, artistic expression, following recipes, directions, schedules, etc. Reading and writing skills are also the foundational blocks to build more complex academic skills.

IEP assessments should identify the student’s current level and learning style. The goals should be achievable and challenging and broken down into smaller, more digestible chunks to help the student succeed and build confidence.

Enhancing Math and Problem-Solving Skills

Math and problem-solving skills are another crucial aspect of IEP goals for students with autism. Developing these skills is useful to build upon more complex academic skills and help solve real-life problems. This domain should typically cover mathematical operations, fluency, problem-solving, and reasoning.

The IEP goals should help students develop problem-solving strategies and build confidence in their mathematical abilities. The areas in which there are breakdowns in skill acquisition should be identified, and bridges should be built to help the student be successful.

Academic skills development is a vital component of IEP goals for students with autism. In addition to reading, writing, and math, academic domains also cover social sciences, technology skills, and spelling. Goals should be socially significant to students, meaning they apply to their everyday lives. In this way, the academic skills taught will help develop the student’s critical thinking skills and generalize their knowledge to different people and environments.

Communication and Social Skills Development

Developing Communication Skills

Communication deficits are one of the key characteristics of autism. As such, targeting communication is fundamental for students with autism. This is typically done by helping to develop expressive, receptive, and pragmatic language as well as vocabulary development and functional communication.

IEP goals in the communication domain should target the student’s ability to express themselves, their comprehension, and their capacity to engage in meaningful conversations. For this, the goals need to be highly individualized and specific to match the communication type of the student as well as their current level of independence.

Enhancing Social Skills and Interactions

Social skills are another area in which students with autism tend to struggle. Therefore, enhancing social skills and interactions should be incorporated into an IEP for students with autism. Teaching these abilities can positively impact all areas of their lives, such as making friends, improving family relations, and helping with acquiring and maintaining a job.

Depending on the child, useful goals include friendship skills, conflict resolution, conversation skills, perspective-taking, turn-taking, and sharing. Working on goals like these can help students develop appropriate behaviors, navigate social situations, and build relationships. These goals can be targeted in structured and naturally occurring situations to help aid with generalization.

Expressive communication is essential for a child to communicate their basic needs. Students need to be able to communicate their feelings, ideas, and thoughts as well as request what they need, such as breaks, movement, water, snacks, etc. If the student can meet their needs, they will be more open to the learning process and can acquire new skills faster.

The IEP should have goals specifically targeting expressive language skills. There are different modalities of communication, such as speech, AAC, Picture Exchange Communication System (PECS), pointing, etc. The IEP goals should be specific and individualized to the student and target all the student’s communication types.

Behavior and Emotional Regulation

Managing challenging behaviors.

Managing challenging behaviors is a vital aspect of IEP goals for students with autism. When selecting which behaviors to target for reduction, the team should choose behaviors that interfere with the child’s ability to learn and integrate into a less restrictive environment.

To reduce these challenging behaviors, IEP goals should focus on teaching the students functional alternatives that they can utilize to meet their needs. Furthermore, interventions should try positive reinforcement techniques to empower and motivate students. Punishment techniques should only be implemented as a last resort and with permission from parents.

Learning about emotional regulation and self-control is essential for students with autism to build positive social relationships and thrive in an academic setting. Here, it is useful to collaborate with occupational therapists to develop strategies to address any sensory deficits or issues affecting a student’s self-regulating ability.

IEP goals should help students identify their feelings and teach them skills that they can use to regulate themselves when they feel different emotions. Collaborating with families is important here so the student can use the same coping strategies both at home and at school.

Independence and Life Skills Development

Encouraging Independence in Daily Activities

Teaching life skills that will help students live more independently and productively should be an integral part of an IEP. Skills covered in this domain could include personal hygiene, dressing, cooking, chores, purchasing skills, etc.

IEP goals should target these skills with careful consideration for increasing independence. Again, collaboration with caregivers and home teams is key here to ensure the student is learning the skills similarly and promote generalization across people and environments.

For teenagers, practicing and learning vocational skills at school can help them transition into the workforce and adulthood. Here, the student’s likes and strengths should be considered when deciding what jobs and skills to teach. Students should be involved in the selection process by suggesting their ideas, as well as giving feedback about whether or not they enjoyed a particular task.

The goals should help students to apply for and hold employment. For example, useful skills could be learning to fill out an application form, filing paperwork, transcribing information, making materials for other teachers, etc.

Collaborating with the IEP Team

Parents’ role in developing iep goals.

Parents are an integral part of the IEP development team as they can offer valuable insight into their child’s strengths and weaknesses and whether the skills the child is learning at school are being generalized to the home setting.

Collaborating with Teachers and Therapists

Collaboration between parents, teachers, and therapists is essential during the IEP creation and implementation. Teachers and therapists can bring their expertise and experience to the table, using their assessment results and their knowledge of the students in the classroom. Parents can offer invaluable advice on how the child behaves at home and can help suggest meaningful and socially significant goals. Including parents in the IEP process also increases the chances of their buy-in, which means they are more likely to work on and carry through on the goals at home.

Throughout the year, the student’s progress should be monitored to ensure they are on track toward meeting the IEP goals. If the student is not progressing, the team should examine the goal and how it’s being taught and make appropriate adjustments. For example, the goal may need to be broken down into smaller components, more prompts may be necessary, or materials may need to be modified. Teachers should also check in with parents regularly to assess whether the student is progressing at home. These check-ins can help highlight whether there is a generalization of skills or whether more parent training should occur.

Data and documentation on what is successful in teaching the student should be taken and graphed regularly. Having this data and information will help guide the next IEP, as the team will be aware of what supports are needed for the student to learn effectively.

Implementing and Evaluating IEP Goals

Individualized instruction and accommodations are crucial for the successful implementation of IEP goals. This means every IEP should be different and specific to meet the learning needs of the child. Teachers should rely on past data documentation and information from parents and home therapists to create an individualized education program to collect a full picture of the child’s needs.

Once the IEP goals are selected, teachers should also consider the student’s accommodations, such as break frequency and length, movement breaks, visual supports, communication accommodations, etc. Having these in place will help support the student’s education and learning.

Mastering IEP Goals for Autism: A Key to Success

Helping students with autism master their IEP goals is a crucial aspect of supporting them and maximizing their potential for success. This helps build their confidence and independence and sets them up for success in their educational journey by helping them master the building blocks to greater and more complex skills.

Working together, parents, educators, and therapists can create meaningful and effective IEP goals that promote the child’s growth and development. Using a collaborative process, students are more likely to show powerful change across multiple environments, including school, home, and the community.

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Effective IEP Goals for Autism Achievement

Understanding IEPs and Autism

When discussing educational plans for students with Autism Spectrum Disorder (ASD), it is crucial to understand the role and purpose of Individualized Education Plans (IEPs) and the unique aspects of autism.

Definition and Purpose of IEPs

An Individualized Education Plan (IEP) is a document developed to ensure a child with an identified disability receives specialized instruction and related services while attending an elementary or secondary educational institution. The IEP is created by a team comprising individuals from various educational disciplines, the child with a disability, family members, and/or designated advocates.

The purpose of IEP goals for individuals with ASD is to address their unique challenges and strengths, helping them succeed in school and beyond. These goals are specifically tailored to the individual's needs, providing necessary accommodations and strategies to support learning and participation in the general education curriculum. They also foster collaboration between parents, educators, and other professionals.

Understanding Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior. Every individual with autism is unique, and as a result, the goals and strategies implemented in their IEPs should reflect their individual strengths and challenges.

The key areas of focus for IEP goals in the context of ASD include social skills development, communication skills enhancement, and academic achievement and support. These areas are carefully considered when developing an IEP, as they are integral for the individual's success in school and their personal growth [2].

In conclusion, understanding the concept of IEPs and the unique aspects of autism is the first step in developing effective IEP goals for students with ASD. By focusing on individual strengths and challenges, and fostering collaboration among all stakeholders, we can create an inclusive and supportive learning environment for all students.

Key Aspects of IEPs for Autism

An Individualized Education Plan (IEP) serves as a crucial tool for ensuring that children with identified disabilities receive specialized instruction and related services tailored to their unique learning needs. When it comes to Autism Spectrum Disorders (ASD), certain key elements contribute to the efficacy of IEPs.

Evidence-Based Practices in IEPs

The Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA '04) mandate the use of evidence-based practices (EBPs) in academic and behavioral programs for children with autism.

There are 27 such practices identified by the National Professional Development Center on Autism Spectrum Disorder to improve outcomes for students with ASD. These practices are chosen based on the specific target behavior, baseline data, and individualized goals. The effectiveness of the chosen EBP is then evaluated through data collection on the behavior, and fidelity of implementation is also assessed.

In addition to these, high-leverage practices (HLPs) such as small-group instruction, functional behavior assessments, peer-assisted strategies, and organized and supportive learning environments have also proven effective for students with autism.

Implementing Social Emotional Learning

Incorporating Social Emotional Learning (SEL) into IEP goals for children with autism can provide them with the necessary skills to navigate social interactions, regulate emotions, and succeed acadically. This approach addresses the social, emotional, academic, and adaptive needs of children with autism, empowering them to reach their full potential.

Typically, IEP goals for autism may focus on enhancing communication and language skills, social skills and emotional regulation, academic and cognitive skills, as well as adaptive and independent living skills. This comprehensive approach promotes overall development and well-being in individuals with autism.

The success of implementing SEL in IEPs heavily relies on the collaboration between parents, educators, and therapists. Regular communication and progress monitoring allow for adjustments and modifications based on individual needs and progress.

Overall, the inclusion of evidence-based practices and social-emotional learning in IEP goals for autism are key elements that contribute to the effective education and development of students with ASD.

Setting Effective IEP Goals for Autism

An Individualized Education Program (IEP) is a crucial tool in supporting the developmental and educational progress of students with autism. The goals set within the program should be tailored to the unique needs of the individual student and encompass a variety of focus areas.

Focus Areas for IEP Goals

IEP goals for autism often concentrate on enhancing several key areas of development. These include communication and language skills, social skills and emotional regulation, academic and cognitive skills, as well as adaptive and independent living skills.

Using the SMART Framework

The SMART framework is a commonly used tool for setting effective IEP goals for students with autism. SMART is an acronym that stands for Specific, Measurable, Achievable, Relevant, and Time-bound.

• Specific : Goals should be clearly defined and detail exactly what is expected of the student.
• Measurable : Goals should be quantifiable, allowing for objective assessment of progress.
• Achievable : Goals should be realistic and within the student's ability to achieve, given the right support and resources.
• Relevant : Goals should be meaningful and directly related to the areas of need identified for the student.
• Time-bound : Goals should have a specified timeframe for completion.

By setting SMART IEP goals for autism, educators can help students make meaningful progress in their overall development and academic success. It's important to remember that IEP goals should be individualized and responsive to each student's unique needs and potential. Constant monitoring, evaluation, and adjustment of these goals is crucial to facilitate the student's progress and growth.

Measuring Progress for IEP Goals

Tracking and evaluating progress towards individualized education program (IEP) goals is a vital aspect of special education for children with autism. This process provides concrete evidence on the effectiveness of the individualized program designed for the child, allowing for necessary adjustments to services or instruction. This section will delve into the tools for tracking progress and the significance of analyzing and interpreting data in relation to IEP goals [5].

Tools for Tracking Progress

A range of tools and methodologies are available to track progress towards IEP goals. The Individuals with Disabilities Education Act (IDEA) mandates the inclusion of a description in the IEP detailing how a child's progress will be measured. This includes when periodic reports on the progress will be provided to parents. These progress reports offer an opportunity to review the IEP and make necessary adjustments if expected progress is not being achieved [5].

Specific evaluation criteria must be stated in objective, measurable terms in the IEP. For instance, requiring a child to perform a task "with 90% accuracy." These criteria tie in with the necessity for annual goals to be measurable. Observable actions, such as a child completing an obstacle course unassisted, can be another method for assessing progress. This demonstrates that progress may also be measured through direct observation and documentation.

Selecting appropriate measurement tools is crucial for tracking progress and determining the effectiveness of interventions in achieving IEP goals. These tools can range from standardized assessments and curriculum-based assessments to progress monitoring tools. Data collection is also essential for providing valuable insights into a student's growth and identifying areas that require additional support. Tools such as data sheets, checklists, and digital platforms can streamline the process and make data collection more efficient.

Analyzing and Interpreting Data

Once data has been collected, it's crucial to analyze and interpret it to determine the student's progress towards their IEP goals. This process should consider the context and external factors that may have influenced the data for informed decision-making.

The interpretation of data should be systematic and thorough, taking into account every aspect of the student's IEP goals. Every metric, from percentages and scores to observable actions, should be reviewed and interpreted to provide a comprehensive view of the student's progress. This analysis serves as a foundation for making informed decisions about whether a goal has been met, if the strategies used are effective, or if modifications to the IEP are necessary.

In conclusion, measuring progress for IEP goals involves using specific evaluation criteria, selecting appropriate measurement tools, collecting data, and analyzing and interpreting the data to determine the student's progress towards their goals. This process is crucial in ensuring that the IEP remains effective and responsive to the individual needs of the child, fostering a supportive and productive learning environment.

Roles and Responsibilities in IEP Development

Creating an effective Individualized Education Program (IEP) requires a team effort. Each member of the IEP team brings a unique perspective and set of skills to the process, contributing to the development of comprehensive and effective IEP goals for autism.

The IEP Team Composition

The composition of the IEP team is crucial and should include individuals who are well-versed with the child's needs and abilities. As outlined by the U.S. Department of Education , the IEP team must include:

• Parents of the child
• At least one regular education teacher (if the child is participating in the regular education environment)
• At least one special education teacher or provider
• A representative of the public agency
• An individual who can interpret the instructional implications of evaluation results
• Additional individuals with knowledge or special expertise about the child, such as therapists or counselors

The team may also include the student (when appropriate) and a representative of any other agency responsible for providing or paying for transition services.

Collaboration in IEP Development and Implementation

The development and implementation of effective IEP goals for autism is a collaborative process. It involves regular communication between parents, educators, and therapists to ensure that the IEP is tailored to the individual needs and progress of the child.

This collaboration also involves regular IEP meetings. According to the U.S. Department of Education , the initial IEP meeting must be held within 30 days of determining that the child needs special education and related services. The IEP must then be reviewed periodically, but not less than annually, to assess progress toward the set goals and make necessary revisions.

The 2004 Amendments to IDEA provide flexibility for states and local educational agencies to determine the specific content, timing, and format of progress reports provided to parents of children with disabilities. This tailoring of reporting allows for more accurate tracking of progress and the ability to make timely adjustments to the IEP goals for autism.

In conclusion, developing effective IEP goals for autism involves a team effort, with each member playing a crucial role. Constant collaboration, communication, and review of the IEP are vital for ensuring the IEP effectively meets the needs of the child.

Transition Goals in IEPs for Autism

Implementing transition goals in Individualized Education Programs (IEPs) for students with Autism Spectrum Disorder (ASD) holds a significant role in their educational journey. These goals aim to facilitate the successful transition from school to various post-school activities, encompassing further education, employment, independent living, and community involvement.

Significance of Transition Goals

Transition goals in IEPs for students with ASD are crucial for preparing them for life beyond school, including post-secondary education, employment, and independent living [5]. These goals are designed to equip students with ASD with the necessary skills and supports that will enable them to successfully transition into adulthood. They focus on critical areas such as vocational training, job placement, and community integration, which are integral to ensuring their independence and successful integration into society.

In the context of students with ASD, IEP goals should focus on key areas, including social skills development, communication skills enhancement, and academic achievement and support [2]. These areas are fundamental for these students as they navigate their way through different stages of life, from schooling to the workforce and beyond.

Developing Effective Transition Goals

When developing effective IEP goals for students with ASD, it's vital to use a structured approach such as the SMART framework, which stands for Specific, Measurable, Achievable, Relevant, and Time-bound.

By adhering to this framework, the IEP team can create transition goals that are tailored to the unique needs and abilities of the student with ASD. These goals can then be used to guide the student's learning and development, paving the way for their successful transition into adulthood.

[1]: https://www.washington.edu/accesscomputing/what-individualized-education-plan

‍ [2]: https://www.bridgecareaba.com/blog/iep-goals-for-autism

‍ [3]: https://iris.peabody.vanderbilt.edu/module/asd2/cresource/q1/p02/

‍ [4]: https://everydayspeech.com/sel-implementation/iep-goals-for-autism-promoting-growth-and-development/

‍ [5]: https://www.parentcenterhub.org/iep-progress/

‍ [6]: https://everydayspeech.com/blog-posts/general/evaluating-progress-a-comprehensive-guide-to-measuring-iep-goals/

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Effective IEP Goals for Autism Spectrum Disorder

Unlock the potential of your child with autism! Discover effective IEP goals for Autism Spectrum Disorder to support their growth and development.

Understanding IEP Goals for Autism Spectrum Disorder

For parents of children with Autism Spectrum Disorder (ASD), it's crucial to understand the concept of Individualized Education Program (IEP) goals and their significance in supporting their child's educational journey.

What is an IEP?

An Individualized Education Program (IEP) is a personalized plan developed for students with disabilities, including Autism Spectrum Disorder. It is designed to address the unique needs of each individual and outline specific educational goals and services to support their learning and development.

The IEP is a legally binding document that is developed collaboratively between the school, parents, and relevant professionals. It provides a roadmap for the educational team to follow, ensuring that the student receives the necessary supports and services to access a free and appropriate education.

Importance of Individualized Education Program (IEP) for Autism Spectrum Disorder (ASD)

IEP goals play a crucial role in supporting children with Autism Spectrum Disorder. These goals are tailored to the specific strengths, challenges, and needs of each student, providing a framework for their educational journey. Here are some key reasons why an IEP is important for children with ASD:

• Individualized Approach : An IEP takes into account the unique characteristics and learning styles of the student with ASD. It recognizes that each child has different abilities and areas of need, allowing for a customized educational plan.
• Targeted Support : IEP goals focus on addressing the core deficits and challenges associated with ASD. They target various areas, including social skills, communication, academic skills, and independence, to support the overall development of the child.
• Measurable Objectives : IEP goals are specific and measurable, providing a clear roadmap for tracking the child's progress. This allows the educational team to monitor and evaluate the effectiveness of interventions and make necessary adjustments to support the child's growth.
• Collaborative Effort : Developing an IEP involves collaboration between parents, educators, therapists, and other professionals. This collaborative approach ensures that everyone is working together to support the child's educational needs and goals.

By understanding the purpose and significance of IEP goals for children with Autism Spectrum Disorder, parents can actively participate in the development and implementation of their child's educational plan.

This collaboration with the educational team is essential for ensuring that the child receives the appropriate supports, services, and interventions to unlock their potential and achieve their educational goals.

Components of Effective IEP Goals

When developing an Individualized Education Program (IEP) for a child with Autism Spectrum Disorder (ASD), it's crucial to establish goals that are specific, measurable, relevant, attainable, and time-bound.

These components ensure that the goals are meaningful, achievable, and can be effectively tracked and evaluated. Let's explore each of these components in more detail.

Specific and Measurable Goals

IEP goals for children with ASD should be clearly defined and specific. By identifying the desired outcome in a precise manner, it becomes easier to track progress and determine whether the goal has been achieved. Additionally, goals should be measurable, meaning that progress can be objectively assessed through quantitative or qualitative means.

For example, instead of setting a general goal like "improve social skills," a specific and measurable goal could be "engage in a conversation with a peer by initiating a topic and taking turns during a 5-minute interaction, as observed by the teacher twice a week."

This goal clearly outlines the desired behavior, the timeframe for assessment, and the means of measurement.

Relevant and Attainable Goals

IEP goals should address the specific needs and challenges of the child with ASD. It's important to consider the unique characteristics and abilities of the child when setting goals. Goals should be relevant to the child's educational and developmental needs, focusing on areas that require improvement or further development.

Furthermore, goals should be attainable and realistic. They should take into account the child's current abilities and provide a challenging yet achievable target. It's essential to strike a balance between setting high expectations and ensuring that the child has the necessary skills and support to work towards the goal.

Time-Bound Goals

Setting time-bound goals helps to create a sense of urgency and provides a timeframe for tracking progress. By establishing specific timelines for achieving the goals, it becomes easier to monitor the child's progress and make necessary adjustments when needed.

Time-bound goals can be short-term, medium-term, or long-term, depending on the nature of the goal and the child's individual needs. Short-term goals typically cover a few weeks or months, while medium-term goals may span a semester or academic year. Long-term goals, on the other hand, may be set for several years, focusing on broader developmental milestones.

To ensure clarity and accountability, it's important to include specific dates or timeframes when setting time-bound goals. This allows for regular monitoring and evaluation of the child's progress towards achieving the desired outcomes.

By incorporating these components into the IEP goals, parents and educators can work together to create a comprehensive plan that addresses the unique needs of the child with Autism Spectrum Disorder. These goals provide a roadmap for the child's education and development, fostering continuous growth and progress.

Social Skills Development

For individuals with Autism Spectrum Disorder (ASD), developing social skills is an important aspect of their education. Effective Individualized Education Program (IEP) goals can help address specific social challenges and promote meaningful interactions.

In this section, we will explore three key areas of social skills development: communication and social interaction goals, peer interaction and play skills goals, and emotional regulation and self-control goals.

Communication and Social Interaction Goals

Communication and social interaction are fundamental skills for individuals with ASD. Setting specific and measurable goals in these areas can help improve their ability to engage with others and navigate social situations.

Peer Interaction and Play Skills Goals

Developing positive peer relationships and engaging in meaningful play are essential for individuals with ASD. Setting goals in this area can help facilitate social inclusion and participation.

Emotional Regulation and Self-Control Goals

Individuals with ASD often face challenges in managing their emotions and self-control. Setting goals in this area can help develop strategies to regulate emotions and cope with challenging situations.

Setting meaningful and individualized IEP goals in social skills development can have a significant impact on the overall well-being and success of individuals with ASD. Collaborating with the IEP team, including parents, teachers, and therapists, is crucial in identifying specific areas of need and monitoring progress.

By addressing social skills challenges through targeted goals, individuals with ASD can enhance their social interactions, build meaningful relationships, and thrive in various social environments.

Academic Skills Development

When creating Individualized Education Program (IEP) goals for children with Autism Spectrum Disorder (ASD), it's important to address their unique academic needs.

This section will explore three key areas of academic skills development: language and communication goals, cognitive and problem-solving goals, and adapted learning environment goals.

Language and Communication Goals

Language and communication skills play a vital role in academic success for children with ASD. Setting specific and measurable goals in this area can help enhance their ability to express themselves, understand instructions, and engage in meaningful conversations.

Cognitive and Problem-Solving Goals

Developing cognitive and problem-solving abilities is crucial for academic success and independent learning. Setting relevant and attainable goals in this domain can help children with ASD develop critical thinking, memory, and problem-solving skills.

Adapted Learning Environment Goals

Creating an adapted learning environment is crucial for children with ASD, as it helps optimize their learning experience and accommodates their unique needs. Setting time-bound goals in this area can ensure that appropriate accommodations and modifications are made to support academic progress.

By focusing on language and communication skills, cognitive and problem-solving abilities, and creating an adapted learning environment, children with ASD can make meaningful progress in their academic journey.

These goals should be individualized, measurable, and regularly reviewed to ensure ongoing growth and success. Collaborating with teachers and therapists is essential in monitoring progress and making necessary adjustments to support the child's academic development.

Independence and Life Skills Development

As children with autism spectrum disorder (ASD) progress through their education, it is important to focus on developing their independence and life skills. Individualized Education Programs (IEPs) for children with ASD should include goals that target key areas of daily living, self-advocacy, self-determination, and transition to adulthood.

Daily Living Skills Goals

Daily living skills goals aim to enhance a child's ability to independently perform essential tasks required for daily life. These goals may include:

Self-Advocacy and Self-Determination Goals

Self-advocacy and self-determination goals focus on empowering children with ASD to express their needs, make choices, and take responsibility for their actions. These goals may include:

Transition and Vocational Goals

Transition and vocational goals aim to prepare children with ASD for successful transitions into adulthood, including post-secondary education, employment, and independent living. These goals may include:

By including goals related to daily living skills, self-advocacy, self-determination, and transition planning in the IEP, children with ASD can work towards greater independence and prepare for a successful future. Collaborating with the IEP team, including parents, teachers, therapists, and other professionals, is essential in developing and monitoring these goals to ensure the best outcomes for the child.

Collaborating with the IEP Team

Collaboration between parents, teachers, and therapists is vital when developing and implementing Individualized Education Program (IEP) goals for children with Autism Spectrum Disorder (ASD). By working together, the IEP team can create goals that are tailored to the unique needs of the child.

This section will explore the role of parents in developing IEP goals, the importance of collaborating with teachers and therapists, and the significance of monitoring and reviewing progress.

Parent's Role in Developing IEP Goals

Parents play a crucial role in the IEP process, including the development of goals for their child with ASD. As the individuals who know their child best, parents provide valuable insights into their child's strengths, weaknesses, and areas of interest. When collaborating with the IEP team, parents can actively contribute by:

By actively engaging in the development of IEP goals, parents can ensure that their child's educational program is individualized and aligned with their unique requirements.

Collaborating with Teachers and Therapists

Collaboration between parents, teachers, and therapists is essential for the successful implementation of IEP goals. Teachers and therapists bring their expertise and experience to the table, working alongside parents to create meaningful goals that promote the child's growth and development. Key aspects of collaboration include:

By fostering a collaborative relationship with teachers and therapists, parents can ensure that their child receives consistent support and guidance across different settings.

Monitoring and Reviewing Progress

Regular monitoring and review of IEP goals are essential to assess the progress of the child and make any necessary adjustments. This collaborative process involves tracking the child's development, documenting achievements, and addressing any challenges that arise. The IEP team, including parents, teachers, and therapists, should come together to:

• Review the child's progress towards the established goals at regular intervals.
• Discuss any modifications or adaptations needed to support the child's continued growth.
• Identify new goals or areas of focus based on the child's evolving needs.

Monitoring and reviewing progress ensures that the IEP goals remain relevant, effective, and aligned with the child's changing abilities and aspirations.

By actively collaborating with the IEP team, parents can help shape the goals that will guide their child's educational journey. Working together with teachers and therapists, they can create a supportive and inclusive environment that fosters the child's development and maximizes their potential.

Regular monitoring and review of progress ensure that the IEP goals remain dynamic and responsive to the evolving needs of the child with ASD.

IEP goals are essential for the success of children with autism. These goals provide a roadmap for their educational team to follow and help to ensure academic and functional progress.

Setting appropriate and measurable objectives is important to ensure that the child's individual needs and abilities are met. By working together, parents, teachers, and other members of the educational team can help children with autism achieve their full potential.

• https://www.naset.org/Examples_IEP
• https://everydayspeech.com/iep-goals
• https://autismeducators.com/free-iep-goal-bank

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• Issue #46: Examples of IEP Goals and Objectives: Suggestions for Students with Autism

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Examples of IEP Goals and Objectives

Suggestions for Students with Autism

Introduction.

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Publications

• Issue #1: Exceptional Students
• Issue #2: Seven Major Principles under IDEA
• Issue #3: The Special Education Process - Part I
• Issue #4: The Special Education Process Part II: Assessment, Diagnosis, Classification and Placement of a Child with a Suspected Disability - Part II
• Issue #5: Early Intervention Services
• Issue #6: Related Services for Children with Severe Disabilities Part I
• Issue #7: Related Services for Children with Severe Disabilities Part II
• Issue #8: Accommodations, Modifications and Supports for Students with Disabilities
• Issue #9: Transition Services Part I
• Issue #10: Transition Planning - A Team Effort: Part II
• Issue #11: Transition Planning on the IEP: Part III
• Issue #12: Self Determination Part IV
• Issue #13: Record Keeping During the Transition Service Part V
• Issue #14: Vocational Training in the Transitino Process - Part VI
• Issue #15: Employment Planning
• Issue #16: Social and Sexual Issues During Transition
• Issue #17: Travel Training
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• Issue #28: Hearing Impairment: An Overview
• Issue #29: Comprehensive Overview of Other Health Impairments
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• Issue #31: Overview of Emotional and Behavioral Disorders
• Issue #32: Autism Spectrum Disorders ( Pervasive Developmental Disorders)
• Issue #33: Overview of Autism Spectrum Disorders
• Issue #34: Comprehensive Overview of Intellectual Disability
• Issue #35: Least Restrictive Environment Placements
• Issue #36: Assistive Technology
• Issue #37: Residential Placement Options for Individuals with Severe Disabilities Part I
• Issue #38: Residential Placement Options for Individuals with Severe Disabilities Part II
• Issue #39: Residential Placement Options for Individuals with Severe Disabilities Part III
• Issue #40: Curriculum Accommodations
• Issue #41: Strategies for Social Skills for Students with Autism Spectrum Disorder
• Issue #42: Structured Teaching: Strategies for Supporting Students with Autism?
• Issue #43: Behavior and Discipline Issues for Students with ASD
• Issue #44: Increasing Expressive Skills for Verbal Children with Autism
• Issue #45: Collaborating with Parents of Children with Autism
• Issue #47: Working with the Child with an Emotional Disturbance in the Classroom
• Issue #48: Teaching Students with Intellectual Disabilities
• Issue #49: Learners with Traumatic Brain Injury (TBI)
• Issue #50: Comprehensive Overview of Speech and Language Impairments
• Issue #51: Respite Care
• Issue #52: Multiple Disabilities
• Issue #53: Social Skills for Students with Moderate to Severe Disabilities: Can Community Based Instruction Help?
• Issue #54: Facilitating Transition from School to Adulthood for Students With Mild To Severe Intellectual Disabilities: A Literature Review

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