IEP goals for prepositions

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A prepositions IEP goal names the position words, the material, how the student responds and a criterion with a denominator. Example: given 10 directions with in, on, under and next to, Lucas will place a toy correctly in 9 of 10, up from 5 of 10. Start with real objects, then pictures, then classroom directions and sentences.

Prepositions show up everywhere at school. "Put your folder in your cubby." "Line up behind Maya." "Write your name above the line." A student who mixes up behind and in front of, or who answers "Where is it?" with a point but no words, misses parts of directions all day long.

What this page adds: a decision table from what you see to the right sub-skill, 24 goals grouped by type, a weak and measurable pair per section, and a teaching order from real objects to written sentences. Numbers are illustrations, not norms. For wider concept goals such as size, quantity and order, see basic concepts IEP goals. The speech therapy IEP goals pillar covers every area.

How to choose a preposition goal

Probe understanding and use separately. Use 2 items per preposition and at least 5 prepositions, with real objects first. Prepositions sit at the meeting point of vocabulary and syntax, so they often travel with other language needs.^[1]

What you see	Sub-skill to target	Measurement method
Puts the toy in when asked for under	Understanding spatial prepositions	Items correct out of 10, placing objects
Follows "in" alone but misses it inside a longer direction	Position words in directions	Directions followed out of 10
Points to show where, but no words	Saying where things are	Items correct out of 10
Says "The cat the box"	Prepositional phrases in sentences	Sentences correct out of 10; sample percent
Mixes up before and after	Time prepositions	Items correct out of 10
Device user has no position words	Prepositions on AAC	Opportunities in routines

Understanding in, on, under and more

Most children understand in and on before under, then next to, behind and in front of, then between, above and below. Probe to find where your student is on that order.

Given a toy and a box, Lucas will place the toy in, on, under or next to the box as directed in 9 of 10 directions across 3 sessions. Baseline: 5 of 10. Template.
Given a field of 3 pictures, Lucas will point to the picture that shows behind, in front of or between in 8 of 10 across 2 probes. Baseline: 3 of 10. Template.
Given objects and a cup, Amira will show above and below by placing the object in 8 of 10 trials across 3 sessions. Baseline: 2 of 10. Template.
During a clean-up routine, Amira will put items in, on or under named places in 4 of 5 directions across 4 days. Baseline: 2 of 5. Template.
Given a picture scene and 10 spoken questions ("Is the dog under the table?"), Ben will answer yes or no correctly in 9 of 10 across 2 sessions. Baseline: 6 of 10. Template.

Weak: "Lucas will understand prepositions." Measurable: Goal 1. It names the words, the material and the count.

Following directions with position words

Given 10 two-part directions with a position word ("Put the red block behind the cup"), Nia will follow them in 8 of 10 across 3 sessions. Baseline: 3 of 10. Template.
During classroom routines, Nia will follow directions with position words (line up behind, put it on top) in 4 of 5 opportunities across 2 weeks. Baseline: 2 of 5. Template.
Given a simple map of the school and 10 spoken directions, Rafael will trace the route using next to, past, across and between in 8 of 10 across 3 probes. Baseline: 4 of 10. Template.
Given a worksheet and 5 directions with above, below and beside ("Write your name above the line"), Rafael will complete all 5 correctly on 4 of 5 worksheets. Baseline: 2 of 5. Template.

Weak: "Nia will follow directions." Measurable: Goal 1. It sets the direction length, the position words and the count.

Saying where things are

When an adult hides a toy and asks "Where is it?", Kai will answer with a position word in 8 of 10 trials across 3 sessions. Baseline: 2 of 10, points only. Template.
Given 10 picture scenes, Kai will describe where an item is with a prepositional phrase ("on the shelf") in 9 of 10 across 2 probes. Baseline: 4 of 10. Template.
During a barrier game, Lily will tell a partner where to place 5 items using position words so the partner's picture matches in 4 of 5 placements across 3 sessions. Baseline: 1 of 5. Template.
When looking for a lost item, Lily will tell an adult where she last saw it using a position word in 4 of 5 opportunities across 3 weeks. Baseline: 1 of 5. Template.
Given 10 questions about familiar places ("Where do you keep your coat?"), Jonah will answer with a location phrase in 8 of 10 across 3 sessions. Baseline: 3 of 10. Template.

Weak: "Kai will use spatial words." Measurable: Goal 1. A hide-and-find task gives a clear count out of 10.

Prepositional phrases in sentences and writing

Given 10 action pictures, Zara will say a sentence that includes a prepositional phrase telling where ("The boy jumped into the pool") in 8 of 10 across 3 sessions. Baseline: 3 of 10. Template.
In a 50-utterance conversation sample, Zara will include the needed preposition in 90% of obligatory contexts across 2 samples. Baseline: 65%, omits it ("going the park"). Template.
Given a simple sentence ("The cat slept"), Eli will add a prepositional phrase that tells where or when in 8 of 10 sentences across 3 writing samples. Baseline: 2 of 10. Template.
When describing a science diagram, Eli will use 3 or more accurate position phrases (above the soil, below the leaves) in 4 of 5 descriptions. Baseline: 1 of 5. Template.

Weak: "Zara will speak in longer sentences." Measurable: Goal 1. The phrase type is named and can be counted.

Time prepositions: before, after, during

Given 10 picture pairs and a spoken sentence with before or after, Maya will point to the event that happened first in 8 of 10 across 3 sessions. Baseline: 4 of 10. Template.
Given 10 directions with before and after ("Touch your nose after you clap"), Maya will do the steps in the stated order in 8 of 10 across 2 probes. Baseline: 3 of 10. Template.
When telling about 2 events in his day, Gabe will join them with before, after or when in 4 of 5 tellings across 3 sessions. Baseline: 1 of 5. Template.

Weak: "Maya will understand time concepts." Measurable: Goal 2. Following the order shows understanding without needing speech.

Prepositions on AAC

In, on, off, up, down and out are core words on most AAC systems. Model them during play and routines.

With aided modeling during play, Ezra will use in, on, off, up or down on his device in 8 messages per 20-minute session across 3 sessions. Baseline: 1 message. Template.
During toy play, Ezra will combine a position word with another word on his device ("in box," "up more") in 6 of 10 opportunities across 3 weeks. Baseline: 0 of 10. Template.
When asked where something is during a lesson, Ezra will answer with a position word on his device in 7 of 10 questions across 2 weeks. Baseline: 2 of 10. Template.

Weak: "Ezra will learn position icons." Measurable: Goal 1. It counts real messages, not icon drills.

How to teach prepositions

Start with the student's body and real objects. Climb under a table, sit on a chair, put a toy in a bag.
Move to toys and pictures. A toy and a box first, then photos of the same setup.
Contrast pairs. Teach in and out, on and off, in front of and behind together, so the student hears the difference.
Add the words to directions. Mix position words into real classroom routines.
Move to sentences and writing. Have the student describe a scene, then write it.

Use the student's own items wherever you can. "Put your water bottle under your chair" is more meaningful than a worksheet.

How to measure preposition goals

Score placing and pointing probes as percent accuracy out of 10 items, switching the order of words each time so the student cannot follow a pattern. Record on the accuracy data sheet with a column per preposition, so a report can say "in, on and under at 10 of 10, behind at 3 of 5." For classroom directions, use the opportunity data sheet. Probe every 2 to 3 weeks and graph the results.^[2]

Short-term objectives for preposition goals

For Lucas's goal: by the first report, 8 of 10 with in, on and under using real objects; by the second, 8 of 10 including next to and behind; by the third, 9 of 10 with pictures and in classroom directions. The short-term objectives guide shows the format.

Adapting by grade and profile

Grade or profile	Typical focus	Example change
Preschool	In, on, under, out, off	Body and toy play
K to 2	Behind, in front of, next to, between	Classroom directions and pictures
Grades 3 to 5	Above, below, across; time prepositions	Maps, diagrams and worksheets
Middle and high school	Precise position words in content	Science diagrams and lab directions
AAC user	Core position words	Aided modeling during play
English learner	Compare with home language	Check if errors appear in both languages

The syntax and morphology goals and receptive language goals pages have more templates. For sibling targets, see pronoun IEP goals, plurals IEP goals and following directions IEP goals. The goal checker flags goals with no criterion.

Frequently asked questions

Which prepositions should be taught first?

Most SLPs start with in, on and under, then next to, behind and in front of, then between, above and below. Probe first, since some students already know later words and miss earlier ones.

Should understanding and saying prepositions be separate goals?

Often yes. Many students follow position directions well but cannot yet say where something is, or the reverse. Separate goals or separate data columns make the gap clear.

Can a student show prepositions without speaking?

Yes. Placing objects, pointing to pictures and using a device all count. Name the response mode in the goal so data stay consistent from session to session.

Use it in IEP Atlas

Sources

Spoken Language Disorders, 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.