IEP goals for AAC Users
35 templates across 15 skills in 7 areas, led by speech & language, reading, and transition & postsecondary skills. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
35 templates · 15 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Early Communication Speech & Language
Answer yes or no with any mode
Yes and no responses
By the annual IEP review date, during snack or a classroom routine, when an adult holds up an item and asks "Do you want ___?", the student will answer yes or no by nodding or shaking their head, signing, touching a yes or no symbol, or saying the word, and accept or turn down the item to match independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Ask for more with a sign or word
Requesting more
By the annual IEP review date, during snack, when the partner gives a small piece of food and then pauses with more in view, the student will request more by signing, saying, or approximating "more", or by touching a "more" picture or device button independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
Social Studies Skills Science, Social Studies & Digital Literacy
Tell the reason for a class rule
Civics: rules and rights
By the annual IEP review date, during a class meeting or social studies lesson when the adult names a class or school rule and asks why we have it, the student will tell one reason for the rule that names how it keeps people safe, fair or able to learn independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Print Concepts & Early Literacy Reading
Turn adapted e-book pages with a switch
Book handling with switches and devices
By the annual IEP review date, during shared reading of an adapted e-book on a tablet with a single switch set to turn the page, the student will read through the adapted e-book with the switch, turning each page when the adult finishes reading, performing at least 4 of 5 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
Answer print questions with an AAC device
Print concepts with AAC
By the annual IEP review date, during shared reading, when the adult asks 8 print questions (such as which way do I go, where do I start, is this a letter or a word) and the device has a print concepts page, the student will answer each print question by selecting the matching button on the print concepts page independently with at least 75% accuracy on print concept questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Digital Literacy & Online Safety Science, Social Studies & Digital Literacy
Tell an adult about a strange pop-up
Online safety: telling an adult
By the annual IEP review date, during a planned practice on a school device when a staged pop-up, chat request or scary image appears, the student will stop, take hands off the device or turn it face down, and tell or signal an adult about what appeared independently in 5 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Science Skills Science, Social Studies & Digital Literacy
Tell one observation about a natural object
Recording observations
By the annual IEP review date, during a science table or discovery center activity with a natural object such as a leaf, shell or rock, the student will tell or show one color, size, shape or texture they notice on the object independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Self-Determination Transition & Postsecondary Skills
Choose between two items to show a preference
Making choices (significant support needs)
By the annual IEP review date, when offered two real options, such as two drinks, two songs or two work materials, held apart or shown on a choice board, the student will select one option by touch, reach, gesture, vocalization or device and accept the item chosen independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily at planned choice points.
Make a choice without being offered one
Initiating choices
By the annual IEP review date, during the transition program day, with a choice board of tasks, break activities and snacks kept within reach, the student will make an unprompted choice, such as asking for a preferred task, break activity or snack, using speech, signs, pictures or a device independently at least 5 times per program day, on 4 of 5 consecutive program days, as measured by frequency recording collected daily.
Feeding & Mealtime Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Refuse a food with a no-thank-you signal
Communicating hunger, fullness and preferences
By the annual IEP review date, during snack or lunch, when offered a food or drink the student does not want, the student will say no thank you with words, a sign, a symbol or a head shake, and have the food moved away with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by frequency recording collected daily at snack and lunch.
Request more food or drink at snack
Communicating hunger, fullness and preferences
By the annual IEP review date, during snack, after finishing a small first portion of a food they chose, the student will ask for more using a word, sign, symbol or device with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily at snack.
Motor Speech (Apraxia & Dysarthria) Speech & Language
Pair a sign with a spoken word
Multimodal supports: sign with speech
By the annual IEP review date, during snack and play routines with 8 to 10 target words that have a taught sign (such as more, eat, help, all done, play), the student will use the taught sign together with a spoken attempt at the word to request or comment independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
Switch to a device when speech breaks down
Switching to AAC when not understood
By the annual IEP review date, during class, lunch, or specials with the device or app within reach, when a listener does not understand a spoken message after one repeat, the student will switch to the device or app and type, select, or show the message until the listener can act on it or repeat it independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
All 15 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Speech & Language
Transition & Postsecondary Skills
Motor & Sensory Skills (OT, PT & Adapted PE)
Science, Social Studies & Digital Literacy
Functional & Independence Skills
Executive Function
Goals across areas for students who communicate with AAC: device use, language, reading, math, and social participation. Students who use AAC communicate with devices, picture systems, sign, or partner-assisted scanning, and every mode counts as communication. Goals across areas name the student's system in the condition, and communication goals focus on what the student says and why, not on whether speech is used.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 29 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
Can academic goals be written for AAC users?
Yes. Name the response mode in the condition, such as selecting answers on a device or by eye gaze, and measure the academic skill itself. The goal should not depend on speech when speech is not the target.
Who models AAC across the day?
Every adult who works with the student, not only the SLP. Goals work better when the team plans who models the system and when, and keeps the device charged and within reach.
How do I collect data on AAC use?
Define communication opportunities and record independent, modeled, or prompted responses. Device logs can help, but pair them with observation to know the context.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.