Social-Emotional & Communication IEP goals for Childhood Apraxia of Speech
9 social-emotional & communication templates across 3 skills: functional communication, self-advocacy, peer interaction. Each opens in the builder with a matching data sheet.
9 templates · 3 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.
Functional Communication Social-Emotional & Communication
Request preferred items or activities with two-symbol messages
Requesting with multi-symbol messages in classroom routines (AAC)
By the annual IEP review date, with access to their communication device during snack, play, and choice routines, the student will request a preferred item or activity by combining two symbols (such as "want bubbles," "more music," "go swing") independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.
Repair a message when a listener doesn't follow it
Repairing communication breakdowns
By the annual IEP review date, when a communication partner signals they did not understand (such as "What?", "Show me," a confused look paired with a question), the student will repair the message by repeating, rephrasing, adding a gesture or sign, showing the item, or using their communication device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Self-Advocacy Social-Emotional & Communication
Tell a communication partner what helps them communicate
Telling partners how to communicate with them
By the annual IEP review date, when a new or unfamiliar partner begins a conversation with them, the student will tell the partner what helps (such as "Please wait, I'm typing," "Face me so I can see you," "I use this device to talk") using speech, a card, or a programmed message independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly through planned practice plus logged natural events.
Share prepared IEP meeting messages with an AAC device
Leading the IEP meeting with AAC
By the annual IEP review date, during their annual IEP meeting, with an IEP page programmed on their device, the student will select prepared messages on their device to greet the team, share what they like, share what helps them, and respond to a question about their goals, performing at least 5 of 7 steps independently, on 3 consecutive rehearsals and at the annual IEP meeting, as measured by a task-analysis checklist collected twice weekly in the month before the IEP meeting.
Peer Interaction Social-Emotional & Communication
Answer peers with their AAC device during social time
Responding to peers using AAC
By the annual IEP review date, during a peer network lunch or social time with same-age peers, the student will respond to a peer's question or comment using their AAC device, sign, or gesture independently in at least 6 of 8 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected twice weekly.
Self-advocacy, requesting help, peer interaction, conflict resolution, and regulation. Childhood apraxia of speech affects planning the movements for speech, so goals focus on syllable shapes, word length, and consistency of production rather than single sounds in isolation. Many students also use AAC while speech develops, and goals can cover both.
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 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
Frequently asked questions
How do apraxia goals differ from articulation goals?
Articulation goals target one sound at a time. Apraxia goals usually target movement sequences: consonant-vowel shapes, multisyllabic words, or phrases of a set length, with accuracy measured across repeated productions.
Should an AAC goal be written alongside a speech goal?
Often, yes. An AAC goal makes sure the student can communicate now, and a speech goal works on intelligibility. The two are measured separately so progress in one does not hide a lack of progress in the other.
How are social-emotional goals measured for students with childhood apraxia of speech?
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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