Social problem solving IEP goals

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A social problem solving IEP goal targets one step of the sequence a student uses to handle a social problem: naming it, judging its size, listing solutions, predicting what each leads to, or trying one and checking. Example: given a real peer problem, Nadia will name 3 possible solutions and the likely result of each in 4 of 5 scenarios, scored on a 4-point rubric.

Social problem solving is the thinking a student does between "something went wrong" and "here is what I'll do." Students who skip it react on the first idea that comes to mind, which is often hitting back, quitting or crying. Teaching the steps one at a time, then practicing them on real situations, gives the student a way to slow down.

The 12 goals below follow a five-step sequence many school teams use. The students and numbers are fictional illustrations, written for school psychologists, SLPs and teachers. For the whole social-emotional area, start with the social-emotional IEP goals guide. For specific moves inside a conflict, see compromise and apologizing goals.

The five steps and how to choose a goal

Name the problem in one sentence, from both sides.
Size it: small, medium or big, and match the reaction to the size.
List solutions: at least two, and three is better.
Predict outcomes: what probably happens next for each, for everyone involved.
Try and check: do one, then decide if it worked.

Find the step where the student breaks down and start there. A short probe with 5 scenario cards, scored step by step, usually shows it in one session.

Student profile	Step to target	Measurement method
Cannot say what went wrong, blames others	Naming the problem	Scenario probe, scored 0 to 2 per item
Treats a lost pencil like an emergency	Sizing the problem	Opportunities: reactions matched to size
Names only one solution, often aggressive	Listing solutions	Count of workable solutions per scenario
Picks solutions that backfire	Predicting outcomes	Rubric scoring out of 4
Does well on cards, not in real life	Trying and checking	Real situations from staff logs

Naming the problem

1. One-sentence problem statement. Given a picture or video scenario of a peer problem, Nadia will state the problem in one sentence that includes what happened and who is affected, in 4 of 5 scenarios. Baseline: 1 of 5; describes only her own feelings.
2. Both sides. After a real conflict, during a debrief, Kai will describe what happened from his view and the other student's view, in 3 of 4 debriefs. Baseline: 0 of 4.
3. Reading the clues. Given a short video clip of a social problem, Owen will name 2 clues (face, words, actions) that show how each person feels, in 4 of 5 clips. Baseline: 1 clue in 2 of 5 clips.

Weak: "Kai will understand social problems." Measurable: goal 2. It names the setting (debrief), the content (both views) and a criterion.

Sizing the problem

4. Rating size. Given 10 problem cards, Owen will sort them into small, medium and big with at least 8 of 10 sorted as the team agreed in advance, on 3 consecutive probes. Baseline: 4 of 10.
5. Matching the reaction. When a small problem happens in class (a broken crayon, losing a turn), Owen will use a small-problem reaction, such as a deep breath or asking for help, in 4 of 5 recorded events. Baseline: 1 of 5; screams or cries in 4 of 5.

Weak: "Owen will not overreact." Measurable: goal 5. It defines small problems by example and names the expected reaction.

Listing solutions and predicting outcomes

6. More than one solution. Given a social problem scenario, Nadia will list at least 3 solutions that would not hurt anyone, in 4 of 5 scenarios. Baseline: 1 solution, often "hit them," in 5 of 5.
7. Predicting results. For each solution she lists, Nadia will predict what would happen next for herself and the other person, scoring 3 of 4 on the rubric, in 4 of 5 scenarios. Baseline: rubric 1 of 4.
8. Choosing the best fit. Given 3 solutions and their likely results, Kai will choose the one that solves the problem and keeps the friendship, and give a reason, in 4 of 5 scenarios. Baseline: 2 of 5.

Weak: "Nadia will think of better choices." Measurable: goal 6. "Better choices" becomes a number of safe solutions per scenario. The math problem solving goals use a similar step-by-step structure for word problems, which some students find a helpful parallel.

Trying a plan and checking it

This section moves the skill out of the scenario cards. Without it, students can ace the probe and still react the old way at recess.

9. Using the steps in real time. When a peer problem occurs at recess or lunch, Kai will use the problem-solving card (alone or with one adult prompt) to choose a solution before acting, in 3 of 5 events per month. Baseline: 0 of 5.
10. Checking the result. After trying a solution, Nadia will say whether it worked and what she would try next time, in 4 of 5 debriefs. Baseline: 1 of 5.
11. Asking for help with big problems. When a problem is rated big (someone is hurt, unsafe or being bullied), Owen will tell an adult within 5 minutes, in 4 of 5 events. Baseline: 2 of 5.
12. Group problems. During group projects, Kai will propose a solution to a group problem (missing materials, a member not working) using the steps, in 3 of 4 projects. Baseline: 0 of 4; does the work alone or quits.

Weak: "Kai will use problem-solving skills." Measurable: goal 9. It names the setting, the tool, the prompt level and the criterion.

Use two kinds of data. Scenario probes test the thinking: 5 cards or short video clips, scored step by step on a 0 to 2 scale or a 4-point rubric, given once a week. Real situations test the use: a staff log of problems at recess, lunch and class, noting which steps the student used and with how much help. A rubric scoring data sheet works for the probes, and an opportunity data sheet works for real events.

Keep scenarios new. If you reuse the same 5 cards, the student may memorize answers. Build a bank of 20 or more, drawn from the student's real week, and pick 5 at random.

Short-term objectives

With a visual card and adult questions, the student completes the target step in 4 of 5 scenarios.
With the card only, 4 of 5 scenarios.
With no card, 4 of 5 scenarios.
In real situations, with one adult prompt, 3 of 5 events.

Adapting by grade

Grade band	Typical problems	Example target
K to 2	Sharing, turns, losing a game	Sorts small and big problems, 8 of 10 cards
Grades 3 to 5	Recess games, teasing, group work	Lists 3 safe solutions in 4 of 5 scenarios
Middle school	Friendship changes, group chats, rumors	Predicts outcomes for both people, rubric 3 of 4
High school	Jobs, teams, relationships	Uses the steps in real situations, 3 of 5 per month

ASHA's social communication practice portal describes difficulty using language to solve social problems and repair breakdowns as part of social communication disorder.^[1] CASEL lists responsible decision-making, including identifying problems and evaluating consequences, as a core competency.^[2]

For related goals, see social skills IEP goal examples, the conflict resolution goals and the social awareness goals. Check each draft in the goal checker.

Frequently asked questions

What are the steps of social problem solving?

A common sequence has five steps: name the problem, decide how big it is, list several solutions, predict what each would lead to, and try one and check whether it worked. Teach and measure one step at a time.

Why does a student do well on scenario cards but not at recess?

Cards give time to think, and recess does not. Add goals for using the steps in real situations, give duty staff a short prompt, and debrief real problems soon after they happen so the student practices with real feelings involved.

Who writes social problem solving goals, the SLP or the school psychologist?

Either, and often both. SLPs often focus on the language parts, such as stating the problem and explaining a choice. School psychologists and counselors often focus on emotion and behavior. Agree on who measures which step.

Use it in IEP Atlas

Sources

Social Communication Disorder, ASHA
CASEL: Social and emotional learning, CASEL

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.