IEP goals for greetings

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A greeting IEP goal names who the student greets, in what setting, how (words, sign, wave or device) and how quickly, then counts real opportunities. Example: when a familiar adult or peer greets her at arrival, Aria will return the greeting with a word, wave or her device within 5 seconds on 8 of 10 opportunities across 2 weeks.

Greetings are short, frequent and predictable, which makes them a good first social goal. A student who can answer a greeting, start one and say goodbye has a way into dozens of interactions a day. They are also easy to over-teach. A greeting goal should open doors for the student, not turn every hallway into a drill.

The 20 goals below are grouped into five sub-skills, with fictional baselines and template links. The numbers are illustrations. For broader conversation goals, see social skills IEP goal examples, and for peer goals beyond greetings, peer interaction IEP goals. The social-emotional IEP goals pillar covers the whole area.

What counts as a greeting

Any clear signal that acknowledges the other person counts. Write that into the goal so no one marks a wave as "incorrect".

Modes: spoken words, sign, a wave, a nod, a high five, a message on an AAC device, or a picture card.
No eye contact requirement. Looking at someone is not needed to greet them, and requiring it can be uncomfortable. Facing the person or turning toward them is enough if the goal needs a body cue at all.
No forced touch. Hugs and handshakes are the student's choice. A goal that teaches asking before a hug is fine; a goal that requires hugging is not.
Some silence is normal. Adults do not greet every person they pass. A target of every adult, every hallway, all day is not a realistic social standard.

Greetings are part of social communication, and SLPs often lead these goals.^[1] For students who use AAC, put greeting words on the top page of the device so they are fast to reach.^[2]

How to choose a greeting goal

What the team sees	Sub-skill	How to measure
Does not respond when greeted	Responding to greetings	Opportunities, with a response window
Responds, but never starts	Starting greetings	Frequency of greetings started per day
Greets, then the exchange stops	Small talk after the greeting	Opportunities: turns after the greeting
Same greeting for principal, best friend and stranger	Matching greetings to the person	Percent accuracy on sorts, then opportunities
Leaves without a word; struggles with new people	Introductions and goodbyes	Opportunities

Goals for responding to greetings

Responding comes first because the other person does the hard part. Set a response window, such as 5 seconds, so everyone scores the same way.

When a familiar adult or peer greets her at arrival, Aria will return the greeting with a word, wave or device within 5 seconds on 8 of 10 opportunities. Baseline: 2 of 10. Template.
When a peer greets him or asks him a question in the hallway, Ben will respond with a greeting or answer within 5 seconds on 4 of 5 opportunities. Baseline: 1 of 5. Template.
When his name is called from 10 feet away, Ben will respond by turning toward the speaker or answering within 3 seconds on 8 of 10 trials. Baseline: 4 of 10. Template.
During social times, such as snack or recess, Aria will answer a peer's greeting or question with her AAC device on 4 of 5 opportunities. Baseline: 1 of 5. Template.

Weak: "Aria will respond to greetings appropriately." Measurable: Goal 1 above. It names who, when, the allowed modes and a time window.

Goals for starting greetings

Starting a greeting is harder than answering one. Pick a predictable moment, such as arrival or entering a class, before moving to open settings.

At recess, Leo will start an interaction with a peer by greeting them or inviting them to play at least 2 times per recess on 4 of 5 days. Baseline: 0 per recess. Template.
When he arrives at his table group, Leo will greet a peer by name, such as "Hi, Maya," on 4 of 5 mornings. Baseline: 0 of 5. Template.
With a familiar peer, Ben will start a conversation with a greeting and an opener, such as "Hi, did you see the game?", on 3 of 4 opportunities. Baseline: 0 of 4. Template.
Before giving a message, Aria will get the listener's attention, such as tapping her device's "excuse me" button or saying their name, on 4 of 5 opportunities. Baseline: 1 of 5. Template.

Weak: "Leo will greet peers." Measurable: Goal 2 above. A set moment and a name make it easy to observe.

Goals for small talk after the greeting

A greeting opens the door. These goals keep it open for a few more turns.

When a familiar adult asks "How are you?", Ben will answer and return the question, such as "Good, how are you?", on 4 of 5 opportunities. Baseline: 1 of 5. Template.
After a greeting, Aria will take at least 3 back-and-forth turns with a partner on 4 of 5 exchanges. Baseline: 1 turn. Template.
When a peer shares news after greeting him, Leo will respond with a related comment, such as "Cool, where did you go?", on 3 of 4 opportunities. Baseline: 0 of 4. Template.
When asked simple questions about himself, such as his name, age or favorite food, Ben will answer in 8 of 10 opportunities. Baseline: 4 of 10. Template.

Weak: "Ben will have conversations with peers." Measurable: Goal 1 above. A two-part routine is short, common and easy to score.

Goals for matching greetings to the person

Different people get different greetings: a high five for a friend, "Good morning" for the principal, a wave for a stranger at the store. These goals teach the match.

Given 10 pictures of people in different relationships, such as family, friend, teacher and stranger, Leo will choose a fitting greeting for each in 9 of 10. Baseline: 5 of 10. Template.
Before hugging or touching a peer, Aria will ask, such as "Hug?" or by holding out her arms and waiting for a yes, in 4 of 5 opportunities. Baseline: 1 of 5. Template.
When meeting a new adult, such as a substitute or job coach, Ben will greet them and say his name in 4 of 5 opportunities. Baseline: 0 of 5. Template.
Before entering a new setting, such as the library or office, Leo will name what people there expect, including how to greet, in 4 of 5 settings. Baseline: 1 of 5. Template.

Weak: "Aria will greet people appropriately." Measurable: Goal 2 above. Asking before touch is a clear, safe and teachable step.

Goals for introductions and goodbyes

Introductions start new relationships; goodbyes end interactions well, so the other person wants to talk again.

When a new student joins the class, Ben will introduce himself and ask the peer's name on 3 of 3 opportunities across the year. Baseline: 0. Template.
Before leaving a peer, Leo will say goodbye or "See you later," or wave, on 4 of 5 opportunities. Baseline: walks away on 4 of 5. Template.
When a conversation is finished, Ben will end it with a closing, such as "I have to go, bye," on 3 of 4 opportunities. Baseline: 0 of 4. Template.
At the end of an online chat or video call with a peer, Aria will close with a goodbye message on 4 of 5 calls. Baseline: 1 of 5. Template.

Weak: "Leo will say bye." Measurable: Goal 2 above. The wave option keeps it open to any mode.

How to measure greeting goals

Greetings happen in natural moments, so plan when you will collect data. Arrival and dismissal are the easiest windows: 5 to 10 chances in a few minutes. For each chance, record who greeted, whether the student responded or started, the mode and whether a prompt was needed.

Date	Partner	Who started	Student response	Mode	Prompt
Oct 2	Classroom aide	Adult	Returned, 3 seconds	Wave	None
Oct 2	Peer, Sam	Peer	No response	None	Gesture, then waved
Oct 3	Office staff	Student	Started greeting	Device: "Hi!"	None
Oct 3	Peer, Lily	Peer	Returned, 2 seconds	Spoken "hi"	None

Use the opportunity data sheet for these, and the frequency data sheet for greetings the student starts. The IEP must say how progress toward each goal will be measured,^[3] so name the setting and the response window in the goal. Avoid testing greetings only in the therapy room with the SLP; the goal is real greetings with real partners. See generalization data collection for checking new people and places, and how to measure social skills in natural settings for more on planning observations.

Short-term objectives

For Aria's response goal, fade the prompt, then add partners:

Returns a greeting from her teacher within 5 seconds after a gesture prompt, on 8 of 10 opportunities.
Returns a greeting from her teacher and aide with no prompt, on 8 of 10 opportunities.
Returns greetings from 4 or more familiar adults and peers with no prompt, on 8 of 10 opportunities.

Adapting by age and communication mode

Group	Typical focus	Notes
Preschool and K	Responding to name, waving hi and bye	Songs and arrival routines
Grades 1 to 3	Greeting peers by name, answering how-are-you	Peer models at arrival
Grades 4 to 8	Greetings that fit the person, small talk, goodbyes	Hallway and lunch, not just class
High school and transition	Greeting coworkers, customers, new adults	Job sites and community
Students using AAC	Same goals with device greetings	Greeting words on the top page

The communication goals page has full wording for greeting and small-talk templates, and the peer interaction goals page covers peer greetings and goodbyes. The conversation skills hub and social skills goal hub group related goals. Check any draft with the goal checker.

Frequently asked questions

How do you write a measurable greeting goal?

Name who the student greets, the setting, the allowed modes and a response window, then count opportunities. For example, when greeted at arrival, the student will return the greeting with a word, wave or device within 5 seconds on 8 of 10 opportunities.

Should a greeting goal require eye contact?

No. Eye contact is not needed to greet someone, and requiring it can be uncomfortable for many students. Count words, signs, waves, nods or device messages as greetings.

Where should greeting data be collected?

In natural moments with real partners, such as arrival, dismissal, the hallway and lunch. Arrival gives 5 to 10 chances in a few minutes. Data from the therapy room alone does not show the student greets people in daily life.

Use it in IEP Atlas

Sources

Social Communication Disorder, ASHA
Augmentative and Alternative Communication (AAC), ASHA
34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.