AAC goals examples

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

An AAC goal measures what the student communicates with the system, not whether they touch the device. Name the activity, the partner support such as modeling, the message type and a count. For example: during centers with partner modeling, Maya will combine two symbols to comment or request at least 8 times per 30 minutes across 3 days.

These 20 goals are for students who already have an AAC system, whether a speech-generating device, a communication book or a mix with signs. They are sorted into the four skill areas that make a competent AAC communicator: language, operating the system, social use and strategies for when things go wrong. Each goal has a baseline, a criterion and a link to the full template.

If the student is just starting out, see speech therapy goals for nonverbal autistic students for first requests, refusals and shared attention. The speech therapy IEP goals pillar covers every other speech-language area. Numbers below are illustrations.

The ground rules for AAC goals

AAC is a way to communicate, not a reward for good behavior or a fallback after speech fails. It has no prerequisite skills.^[4] The device stays with the student all day, including at lunch, recess and on the bus. It is never taken away as a consequence.

The IEP team must consider whether the student needs assistive technology devices and services.^[1] When the team decides a device is needed for a free appropriate public education, it may also need to be used at home.^[2] Write that decision into the IEP, along with training for the adults who support the student.

Write AAC goals so the student's progress does not depend on whether a partner remembered to model. Put the support in the condition, such as "with partner modeling," and track the adults' modeling separately. The IEP can list supports for school personnel, which is the right place for staff training.^[3]

How to choose the right AAC goal

What you see now	Area	Sub-skill to target	Measurement method
Single symbols only, mostly nouns	Linguistic	Two- and three-symbol combinations	Frequency per 30-minute block
Long pauses hunting for a word, gives up	Operational	Navigation and word search	Accuracy on 10 navigation probes, or seconds per word
Device silent at lunch and recess	Social	Commenting and answering peers	Opportunities in peer settings
Partner misunderstands, student walks away	Strategic	Repair and switching modes	Opportunities with repair
Device dead or left in the classroom	Operational	Device care and readiness	Task analysis steps completed
Uses device only when asked a question	Social	Starting interactions	Frequency of initiations

The AAC communicative competence entry explains the four areas in more detail.

Linguistic AAC goals

Linguistic goals grow the language the student can express: more words, longer messages and grammar. Build on core vocabulary, the small set of words that make up most of what people say.

During centers with partner modeling, Maya will combine two symbols to comment or request (such as "more bubbles," "you go") at least 8 times per 30-minute block across 3 days. Baseline: 1 to 2 combinations. Template.
During a book or game activity, Jonah will combine three words on his device in a message at least 5 times per 20-minute session across 3 sessions. Baseline: 0 to 1. Template.
When telling about a past event, such as the weekend or a field trip, Ruby will use the past tense key or a past tense verb in 4 of 5 messages across 3 sessions. Baseline: 0 of 5. Template.
During play and choice routines, Owen will use not or don't on the device to reject or correct (such as "not that one") in 4 of 5 opportunities across 2 weeks. Baseline: 1 of 5. Template.
When a word he needs is not stored on the device, Leo will spell at least the first 2 letters on the keyboard page in 4 of 5 opportunities across 3 sessions. Baseline: 0 of 5. Template.

Weak: "Maya will increase her use of the device." Measurable: Goal 1 above. It counts a specific message type in a set time, with the support named.

Operational AAC goals

Operational goals are about running the system: finding words, moving between pages and keeping the device ready. They matter most early on and after a new device or page set. Keep them short-lived; a student who can operate the device needs language and social goals next.

Given 10 spoken target words stored 2 levels deep, Ana will navigate to the correct folder and select the word in 8 of 10 trials across 3 sessions. Baseline: 3 of 10. Template.
Between messages during a conversation, Ana will return to the home page without a prompt in 4 of 5 opportunities across 3 sessions. Baseline: 1 of 5. Template.
When moving between the classroom, gym and cafeteria, Theo will adjust the device volume so a partner 3 feet away can hear in 4 of 5 setting changes. Baseline: 0 of 5. Template.
Using a 6-step picture checklist, Theo will bring his device to each activity and plug it in at dismissal, completing 6 of 6 steps on 4 of 5 days. Baseline: 2 of 6 steps. Template.
When a word is buried in the vocabulary, Mia will use the device's word search to find it in 4 of 5 opportunities across 3 sessions. Baseline: 0 of 5. Template.

Weak: "Ana will navigate her device independently." Measurable: Goal 1 above. It defines the task, the depth of the word and the count.

Social goals put the device to work with peers. Collect data where peers are: play, lunch, recess and group work.

During recess or free play, Kai will make a comment to a peer with the device (such as "cool," "my turn," "look") at least 3 times per 15-minute observation across 4 observations. Baseline: 0. Template.
During a conversation with a peer, Kai will keep the exchange going for 3 turns using the device in 3 of 4 observed conversations. Baseline: 1 turn. Template.
When a classmate asks him a question during group work, Sam will answer with the device within 15 seconds in 4 of 5 opportunities. Baseline: 1 of 5. Template.
During whole-class discussion, Sam will add at least 1 comment with his device per discussion in 4 of 5 discussions, with a prepared message page. Baseline: 0. Template.
During lunch with peers, Lena will share a joke or funny comment with the device at least 1 time per lunch on 3 of 5 days. Baseline: 0. Template.

Weak: "Kai will socialize with peers using AAC." Measurable: Goal 1 above. It names the setting, the message type and the count per observation.

Strategic AAC goals

Strategic goals help the student handle breakdowns: a missing word, a partner who does not understand, a device that stops working. These skills keep the student communicating when the plan fails.

When a partner does not understand a message, Jay will repeat, rephrase or add a word in 4 of 5 breakdowns across 3 sessions. Baseline: walks away in 4 of 5. Template.
When a device message is not working (no battery, noisy room, word missing), Jay will switch to a sign, gesture or backup board in 4 of 5 opportunities. Baseline: 1 of 5. Template.
When meeting a new adult, Ella will use a prepared page to explain how she communicates and what helps (such as "wait for me") in 3 of 4 introductions. Baseline: 0 of 4. Template.
While composing a long message, Ella will use a "wait, I'm talking" button to hold her turn in 4 of 5 opportunities across 3 sessions. Baseline: 0 of 5; partners talk over her. Template.
When the device freezes or breaks, Owen will tell an adult with a sign, card or backup board within 2 minutes in 4 of 5 opportunities. Baseline: waits until noticed. Template.

Weak: "Jay will repair communication breakdowns." Measurable: Goal 1 above. It counts breakdowns and names the repair options.

How to measure AAC goals

Track both what the student said and how they got there.

Frequency by message type. For linguistic and social goals, count messages in a fixed-length block, such as 30 minutes. Tag each one: request, comment, question, protest, answer. The frequency data sheet works; add a tag column.
Spontaneous versus prompted. Mark each message as independent, after a model, or after a direct prompt. A prompt hierarchy written at the top of the sheet keeps adults consistent; see these prompt hierarchy examples.
Opportunities. For repair and peer goals, note each time the situation came up and whether the student used the skill. Use the opportunity trial data sheet.
Task analysis. For device care, score each step on the task analysis data sheet.

Many devices keep a usage log. It is useful for word counts, but it cannot tell you the context, the partner or whether the message was prompted. Pair it with live observation at least weekly. Repeated measures across time are what make decisions about the goal defensible.^[5] For running data in group sessions, see speech therapy data collection.

Short-term objectives for AAC goals

Change one thing at a time: the support, the setting or the number of partners. For the two-symbol goal: 4 combinations per block with modeling in the therapy room, then 6 in the classroom with the teacher modeling, then 8 across centers with any adult modeling. The short-term objectives guide shows the format.

Adapting by grade and access method

Student	Focus	Example change
Preschool and K	Core words, two-symbol combinations, play comments	Measure in play and snack, 15 to 20 minutes
Grades 1 to 5	Three-word messages, grammar markers, class participation	Add prepared pages for each unit's discussion
Middle school	Peer conversation, humor, repairs, telling partners what helps	Score at lunch and in group work, not the therapy room
High school and transition	Community use, texting, leading part of the IEP meeting	Use job sites and stores as settings
Switch or eye-gaze access	Selection accuracy and speed, partner-assisted scanning	Write the access method into the condition

Full goal wording for all four areas is on the AAC goals page, and the IEP goals for AAC users hub adds goals from reading, math and self-care. Paste your draft into the goal checker before you finalize it.

More AAC guides

AAC in the IEP: where the device, training and partner supports are written.
AAC baseline and AAC data collection: how to measure before and during the goal.
Aided language modeling: the partner routine that most linguistic and operational goals depend on.
AAC classroom accommodations: keeping the device charged, in reach and on the right page in every class.
PECS IEP goals and requesting goals: for students early in picture exchange or symbol use.
Gestalt language processing: for students who talk in chunks or scripts.

Frequently asked questions

Should an AAC goal say the student will use the device with prompts?

Name the support in the condition, such as with partner modeling, and measure how often the student communicates under it. Track prompted and spontaneous messages separately on the data sheet, so the team can see the student needing less help over time.

Can a student have AAC goals and speech goals at the same time?

Yes. AAC does not replace speech work. Many students use speech for some words, signs for others and a device for longer messages. Write goals for each mode the student uses, and count all of them as communication.

Who should model on the AAC device?

Every adult who spends time with the student: the SLP, teachers, paraprofessionals and family. List training for these adults in the IEP as a support for school personnel, and check modeling during observations.

Use it in IEP Atlas

Sources

34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
34 CFR §300.105: Assistive technology, Legal Information Institute, Cornell Law School
34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Augmentative and Alternative Communication (AAC), ASHA
Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention

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.