Speech & Language IEP goals for ADHD
56 speech & language templates across 6 skills: listening comprehension & auditory processing, pragmatic language, expressive language, narrative language & retelling, receptive language, speech fluency (stuttering). Each opens in the builder with a matching data sheet.
56 templates · 6 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Listening Comprehension & Auditory Processing Speech & Language
Follow a one- or two-step direction given once to the whole group
Group directions given once
By the annual IEP review date, given 10 one- or two-step directions spoken once to the whole class during routines (such as "Put your folder in the bin and sit on the rug"), the student will independently carry out the direction within 10 seconds without it being repeated individually with at least 80% accuracy on group directions, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.
Follow three- and four-step oral directions given once
Three- and four-step oral directions
By the annual IEP review date, given 10 three-step oral directions spoken once, using classroom materials, the student will carry out all steps of the direction in the order given independently with at least 80% accuracy on multi-step directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
See all 40 listening comprehension & auditory processing goals
Pragmatic Language Speech & Language
Get a listener's attention before speaking
Getting a listener's attention
By the annual IEP review date, when they want to tell something to an adult who is busy with another task, the student will get the listener's attention by saying their name, tapping their shoulder, or using an AAC attention message, then wait for a response before giving the message independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
Ask a conversation partner questions about themselves
Asking partner-focused questions
By the annual IEP review date, during a 5-minute conversation with a peer or adult on a shared topic, the student will ask the partner at least two questions about their experiences, opinions, or interests during the conversation independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Expressive Language Speech & Language
Use specific words instead of thing, stuff, and it
Specific word choice
By the annual IEP review date, during a 5-minute explanation of a game, process, or event to the SLP, the student will reduce nonspecific words (thing, stuff, it, do, go) used when the object or action has not been named to no more than 3 times per 5-minute sample, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.
Explain the rules of a game to peers
Explaining a procedure in order
By the annual IEP review date, during a small-group session in which the student teaches 1 or 2 peers a board, card, or recess game the peers do not know, the student will explain the game so the peers can start playing, including the goal of the game, how to take a turn, and how someone wins independently in at least 4 of 5 opportunities, across 3 consecutive checks, as measured by opportunity-by-opportunity data collected twice monthly.
Narrative Language & Retelling Speech & Language
Plan a story with a map and then tell it
Planning a story before telling it
By the annual IEP review date, given a blank story map and a picture or topic prompt, the student will complete the story map (character, setting, problem, two events, solution, ending) and then tell the story following the map, performing at least 7 of 8 steps independently, on 3 of 4 consecutive biweekly probes, as measured by a task-analysis checklist collected every two weeks.
Check their own retell with a checklist and add what is missing
Self-checking a retell
By the annual IEP review date, after retelling an unfamiliar story and being handed a story grammar checklist, the student will check each story part on the checklist, identify any part that was missing, and add it independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Receptive Language Speech & Language
Follow two-step directions during play and routines
Two-step directions in play and routines
By the annual IEP review date, given 10 two-step spoken directions with unrelated actions during play (such as "Clap your hands and then get the ball"), the student will carry out both steps of the direction in the order given independently with at least 80% accuracy on two-step directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Follow directions that contain not, except, and only
Directions with negation and exceptions
By the annual IEP review date, given 10 spoken directions with objects that contain not, except, only, or all but, for 10 items, the student will carry out the direction, leaving out exactly the items the negative or exception excludes independently with at least 85% accuracy on directions with negation or exceptions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Speech Fluency (Stuttering) Speech & Language
Use pauses and a steady rate so a listener follows the message
Cluttering: pacing for clarity
By the annual IEP review date, during a 3-minute retell or explanation to the SLP, the student will speak with a pause at each phrase boundary and all syllables of multisyllabic words produced independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Articulation, phonology, expressive and receptive language, pragmatics, fluency, and voice. 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:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 26 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 6 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 19 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 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.
What speech and language goals are common for students with ADHD?
Expressive and receptive language, pragmatics, articulation or intelligibility, and AAC, depending on the evaluation. Goals are measured trial by trial or by percent accuracy in a session, with a generalization step when needed.
Who writes the goal?
The speech-language pathologist drafts it from the evaluation and the IEP team adopts it. Teachers and families contribute information about communication outside therapy.
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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.