Social-Emotional & Communication IEP goals for ADHD
214 social-emotional & communication templates across 9 skills: conflict resolution, requesting help, self-advocacy, peer interaction, emotional regulation, social awareness & perspective taking, play & social participation, functional communication, relationships, boundaries & personal safety. Each opens in the builder with a matching data sheet.
214 templates · 9 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.
Conflict Resolution Social-Emotional & Communication
Use a named problem-solving sequence when a disagreement occurs
Using a problem-solving sequence during disagreements
By the annual IEP review date, when a disagreement with a peer occurs during unstructured times, the student will use the steps of their taught problem-solving sequence (stop, say the problem, suggest a solution, agree or get an adult) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, supplemented by staff incident notes.
State the problem using an I-message
Stating the problem with an I-message
By the annual IEP review date, when a peer does something the student objects to (such as takes their materials, cuts in line, interrupts), the student will state the problem using an I-message that names the situation and what they want (such as "I don't like it when you take my pencil. Please ask first.") independently in at least 4 of 5 opportunities, across 3 consecutive weekly data collection sessions, as measured by opportunity-by-opportunity data collected weekly through role-play probes and observed conflicts.
Requesting Help Social-Emotional & Communication
Request help when stuck during independent work
Requesting help when stuck during independent work
By the annual IEP review date, when they are unable to continue an independent work task, the student will request help from an adult by raising a hand, placing a help card on the desk, or saying or signing "help" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during independent work.
Make a specific help request that names the problem
Making specific help requests
By the annual IEP review date, when they request help during independent or small-group work, the student will make a specific help request that names the step or part of the task they are stuck on and what they have tried independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Self-Advocacy Social-Emotional & Communication
Request a listed accommodation when a task calls for it
Requesting IEP accommodations in the moment
By the annual IEP review date, when given a classroom task or assessment for which one of their IEP accommodations applies, the student will request the accommodation by naming it to the teacher (spoken, written, signed, or shown on an accommodation card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data collection sessions, as measured by opportunity-by-opportunity data collected weekly across at least two class periods.
Describe own learning strengths, needs, and helpful supports
Describing own strengths, needs, and supports
By the annual IEP review date, when asked by an adult to describe themselves as a learner during a scheduled self-advocacy interview, the student will describe their learning strengths, needs, and helpful supports independently, earning a score of at least 6 out of 8 on a 4-row self-advocacy statement rubric scored 0–2 per row, on 3 of 4 consecutive monthly probes, as measured by a defined scoring rubric collected monthly.
Peer Interaction Social-Emotional & Communication
Join a group activity already in progress
Joining an ongoing group activity
By the annual IEP review date, when they choose to join a group of peers already playing during recess or free choice, the student will join the group using a joining-in routine with no adult reminder beforehand, performing at least 4 of 5 steps independently, across 3 consecutive observed opportunities, as measured by a task-analysis checklist collected twice weekly.
Take turns during a structured game with peers
Taking turns in games
By the annual IEP review date, during a structured board, card, or movement game with 1 to 3 peers, the student will take their turn when it is their turn and pass the game piece, materials, or turn signal to the next player independently in at least 8 of 10 opportunities, across 3 consecutive game sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Emotional Regulation Social-Emotional & Communication
Begin a chosen regulation strategy soon after a known trigger
Starting a chosen regulation strategy after a trigger
By the annual IEP review date, after a known trigger occurs (such as an unexpected loud noise, a difficult task, a correction), as identified in the student's regulation plan, the student will begin using To choose for the student: the strategy from their personal regulation menu (such as deep breathing, a squeeze ball, headphones, a movement break, the break area) independently within 60 seconds, on 4 of 5 consecutive observed opportunities, as measured by latency recording collected daily during the settings where triggers most often occur.
Return to the class activity after a regulation break
Returning to activity after a break
By the annual IEP review date, after a timed break in the designated break area ends, the student will return to the class activity and begin the next step of the assigned task independently within 2 minutes, on 4 of 5 consecutive breaks, as measured by latency recording collected daily.
Social Awareness & Perspective Taking Social-Emotional & Communication
Tell an accident from on purpose
Accident or on purpose
By the annual IEP review date, given 10 short illustrated or video scenarios of peer mishaps, half accidental and half deliberate, the student will say whether the peer did it by accident or on purpose and name one clue (such as what they said, what they did next, or what happened before) independently with at least 80% accuracy on peer mishap scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Predict how a peer will react
Predicting reactions
By the annual IEP review date, given 10 short scenario cards about everyday actions (such as cutting in line, sharing a snack, knocking over a tower), read aloud, the student will predict the other person's likely reaction and emotion and say one reason independently with at least 80% accuracy on action scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Play & Social Participation Social-Emotional & Communication
Give a toy to a peer when asked or offer a trade
Sharing and trading toys
By the annual IEP review date, when a peer asks for a toy they are using during centers or free play, the student will give the toy to the peer, or offer a trade or say "when I'm done" and hand it over when the timer ends independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during centers.
Build or complete something together with a peer
Cooperative play toward a shared goal
By the annual IEP review date, during a building or construction activity with one peer and a single shared set of materials, the student will play cooperatively with the peer by adding pieces to the shared product and responding to the peer's additions independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
Functional Communication Social-Emotional & Communication
Maintain a conversation topic across several turns
Maintaining a conversational topic
By the annual IEP review date, during a structured conversation with a peer or adult in which the partner introduces a topic, the student will maintain the topic by making related comments or asking related questions across at least 3 consecutive turns independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly.
Get a listener's attention before delivering a message
Getting a listener's attention before communicating
By the annual IEP review date, when they want to communicate with a person who is not looking at them or is talking to someone else, the student will get the listener's attention first (say their name, say "excuse me," tap their arm, or play an attention message) and then deliver the message once the listener responds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
All 9 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Self-advocacy, requesting help, peer interaction, conflict resolution, and regulation. Students with ADHD are most often served under Other Health Impairment, and the goals that follow are the executive function, attention, and self-management goals that teams write most. Each one uses a unit that fits the behavior: seconds for starting work, minutes for staying engaged, and percent for work turned in.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 126 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 22 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 17 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 13 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 16 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 13 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
Frequently asked questions
Does a student with ADHD automatically get an IEP?
No. ADHD is not its own IDEA category. A student may qualify under Other Health Impairment when the condition affects educational performance and the student needs specially designed instruction. Some students are served with a Section 504 plan instead. The evaluation team decides.
What makes an attention goal measurable?
A clear definition of the behavior (eyes on task, materials in hand, responding when asked), a defined observation period, and a numeric criterion such as minutes engaged or intervals on task. 'Will pay attention' is not measurable; 'will remain engaged for 15 of 20 minutes of independent work' is.
How are social-emotional goals measured for students with ADHD?
By opportunities in which the student used a taught skill, frequency of a behavior during a period, latency to use a strategy after a cue, or a rubric for multi-part skills. The behavior is defined so two observers would agree.
Should the goal name the strategy?
Yes, when the strategy is observable: 'request a break using a card' or 'state the problem and one solution'. That makes the goal countable and tells staff what to teach.
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