Speech & Language IEP goals for Autism

• PK, K-2, 3-5Opportunities

  Hand a picture to a partner to request a preferred item

  Picture exchange to request

  By the annual IEP review date, given a preferred item in view and a single picture of it within reach, during snack or play, the student will pick up the picture and release it into the partner's open hand 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.

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• PK, K-2, 3-5Opportunities

  Build a two-symbol request such as "I want" plus an item

  Two-symbol requests

  By the annual IEP review date, given a sentence strip, an "I want" symbol, and pictures of 5 or more available items during snack or play, the student will combine the request symbol and the item symbol and give or show the message to the partner 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.

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See all 70 AAC & augmentative communication goals

• PK, K-2Opportunities

  Follow a partner's point to a toy

  Responding to joint attention

  By the annual IEP review date, during floor play with 3 to 5 toys placed around the student, when the partner points to a toy within 3 feet and names it, the student will turn their head or body toward the pointed-to object and then touch it, reach for it, move to it, or vocalize about it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during play sessions.

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• PK, K-2Frequency

  Show a toy to share interest

  Initiating joint attention by showing

  By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected twice weekly.

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See all 35 early communication goals

• K-2, 3-5, 6-8, 9-12Opportunities

  Ask for clarification when a message is unclear

  Requesting clarification as a listener

  By the annual IEP review date, when a direction or message is unclear, incomplete, or too fast during a structured barrier activity, the student will ask for clarification by naming what was unclear (such as "Which one?", "Can you say that slower?", "What does ___ mean?") 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 monthly in class.

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• 3-5, 6-8, 9-12Frequency

  Build on a peer's comment during group discussion

  Contingent contributions in group discussion

  By the annual IEP review date, during a 15-minute small-group discussion about a classroom text or topic, the student will make a contribution that builds on a peer's comment (such as agreeing and adding a reason, asking a follow-up question, or offering a different idea about the same point) independently at least 3 times per 15-minute small-group discussion, across 3 consecutive observed discussions, as measured by frequency recording collected weekly.

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See all 60 pragmatic language goals

• PK, K-2Percent accuracy

  Put three pictures in order and tell what happens

  Three-picture sequencing

  By the annual IEP review date, given 10 sets of three picture cards showing a familiar sequence in mixed order, the student will arrange the pictures in order and say what happens in each one independently with at least 80% accuracy on three-picture sequences, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• K-2, 3-5Opportunities

  Narrate a picture sequence using sequence words

  Sequencing with temporal words

  By the annual IEP review date, given a four- to six-picture sequence showing a familiar event, the student will narrate the events in order using at least three different sequence words (such as first, next, then, after that, finally) 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.

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See all 40 narrative language & retelling goals

• PK, K-2, 3-5Frequency

  Produce longer utterances in a language sample

  Utterance length

  By the annual IEP review date, during a 10-minute play-based or picture-description language sample with the SLP, the student will produce utterances of four or more words using speech, sign, or their communication device independently at least 15 times per 10-minute language sample, across 3 consecutive weekly language samples, as measured by frequency recording collected weekly.

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• PK, K-2, 3-5Opportunities

  Describe objects and pictures using several attributes

  Describing with attributes

  By the annual IEP review date, when shown a common object or picture and asked to describe it, the student will describe the item by naming at least three attributes (such as category, function, appearance, parts, or location) 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.

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See all 60 expressive language goals

• PK, K-2, 3-5Percent accuracy

  Answer wh- questions about a passage read aloud

  Answering wh- questions about a heard passage

  By the annual IEP review date, after listening to a short passage or story read aloud at their listening comprehension level, the student will answer wh- questions about the passage aloud, in writing, or by pointing to a picture choice independently with at least 80% accuracy on questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• 6-8, 9-12Percent accuracy

  Explain the meaning of figurative language in context

  Figurative language

  By the annual IEP review date, given 10 figurative expressions (idioms, similes, and metaphors) presented in a short spoken or written context, the student will explain the intended meaning of each figurative expression using clues from the context independently with at least 80% accuracy on figurative expressions presented in context, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 55 receptive language goals

• PK, K-2Percent accuracy

  Name pictures and objects of common nouns

  Labeling common nouns

  By the annual IEP review date, given 20 pictures or objects from familiar categories (such as food, clothing, animals, classroom items) and asked "What is this?", the student will name each item with the correct word using speech, sign, or a communication device independently with at least 80% accuracy on pictures or objects named, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• PK, K-2Percent accuracy

  Name the action in pictures and play

  Action words (verbs)

  By the annual IEP review date, given 20 action pictures and asked "What is he/she doing?", the student will name the action with a verb (such as eating, jumping, pouring) using speech, sign, or a communication device independently with at least 80% accuracy on action pictures or demonstrated actions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 45 vocabulary & semantics goals

• PKFrequency

  Combine two words to express a meaning in play

  Two-word combinations

  By the annual IEP review date, during a 10-minute play-based language sample with an adult and preferred toys, the student will produce spontaneous two-word combinations that express a relation (such as agent and action "dog eat," action and object "throw ball," possession "my cup," recurrence "more juice," location "baby in") independently at least 10 times per 10-minute play sample, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.

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• PK, K-2Percent accuracy

  Say a three- to four-word sentence about a picture

  Subject-verb-object sentences

  By the annual IEP review date, given 10 action pictures showing a person or animal doing something to an object and asked "What's happening?", the student will say a sentence with a subject, a verb, and an object (such as "Boy kicks ball") independently with at least 80% accuracy on action pictures, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 50 grammar, syntax & morphology goals