Executive Function IEP goals for Developmental Delay
92 executive function templates across 12 skills: following multi-step directions, cognitive flexibility, time management, impulse control & inhibition, sustained attention & task engagement, self-monitoring, task initiation, organization, planning, assignment completion, working memory strategies, study & test-taking skills. Each opens in the builder with a matching data sheet.
92 templates · 12 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.
Following Multi-Step Directions Executive Function
Follow three-step oral directions in order
Following oral multi-step directions
By the annual IEP review date, when given a three-step oral direction by an adult during classroom routines, the student will complete all three steps of the direction in the order given without a repetition of the direction in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Follow directions that contain before, after, or if
Directions with sequence and condition words
By the annual IEP review date, when given a two- or three-step oral direction containing words such as before, after, or if, the student will carry out the steps in the order and under the conditions the direction specifies independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Cognitive Flexibility Executive Function
Use a flexibility strategy when the schedule changes
Responding to schedule changes
By the annual IEP review date, when a planned activity or schedule is changed with little or no warning, the student will use a flexibility strategy (checking the updated schedule, saying a coping phrase, or choosing from a change menu) and join the new activity independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected each time a change occurs and summarized weekly.
Begin the next activity promptly after a change
Shifting from preferred to non-preferred activities
By the annual IEP review date, after an announced change from a preferred activity to a non-preferred task, the student will begin the new activity independently within 90 seconds, on 4 of 5 consecutive observed transitions, as measured by latency recording collected three times per week.
Time Management Executive Function
Complete a daily routine within a set time
Completing a routine within a time limit
By the annual IEP review date, during the morning arrival routine, the student will complete the posted routine steps independently within 6 minutes, on 4 of 5 consecutive school days, as measured by duration recording collected daily.
Finish cleanup before the visual timer runs out
Finishing before a visual timer in preschool
By the annual IEP review date, when a 3-minute visual timer is started with the cleanup signal, the student will put away the materials before the timer ends independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during cleanup and summarized weekly.
Impulse Control & Inhibition Executive Function
Freeze when the music stops in a game
Stopping an action on a cue
By the annual IEP review date, during a movement game when the music stops, the student will stop moving and hold a freeze pose independently within 2 seconds, on 4 of 5 consecutive sessions, as measured by latency recording collected three times a week, timing five stops per game.
Hold a my-turn-next card for a shared item
Waiting for a turn
By the annual IEP review date, during free play, when another child is using an item the student wants, the student will take the my-turn-next card and hold it until the other child's turn ends independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during free play.
Sustained Attention & Task Engagement Executive Function
Remain in the circle time area for a set number of minutes
Staying at circle time
By the annual IEP review date, during a 15-minute circle time with songs, a story, and a calendar routine, the student will remain in the circle area on their carpet spot or chair independently for at least 8 minutes, in 4 of 5 consecutive circle times, as measured by duration recording collected daily.
Stay with a self-chosen center activity for a set number of minutes
Staying with a chosen activity
By the annual IEP review date, during free-choice center time after choosing a center, the student will stay at the chosen center and use its materials independently for at least 6 minutes, in 4 of 5 consecutive center times, as measured by duration recording collected three times per week.
Self-Monitoring Executive Function
Compare finished work to a model and fix mismatches
Checking work against a model
By the annual IEP review date, after completing a pattern, block structure, or shape tracing with a model card in view, the student will compare the work with the model, point to any part that does not match, and fix it before saying done independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Self-check a routine with a picture checklist
Picture checklist self-check for a routine
By the annual IEP review date, after completing a classroom routine with a 4-picture checklist posted at the station, the student will touch or mark each picture on the checklist and complete any step not yet done independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during the routine and summarized weekly.
Task Initiation Executive Function
Begin a table activity after the teacher's cue
Starting a table activity in preschool
By the annual IEP review date, after sitting at the table and hearing the teacher's cue to start a familiar activity, the student will begin the activity by picking up the materials and making a first response independently within 30 seconds, on 4 of 5 consecutive observed activities, as measured by latency recording collected three times per week.
Join a center activity within one minute of the signal
Joining a center or activity after the signal
By the annual IEP review date, when the signal is given to move to centers or stations, the student will move to an open center and begin using its materials within 1 minute of the signal independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected daily during center time and summarized weekly.
Organization Executive Function
Set up the workspace with the materials a lesson needs
Preparing the workspace for a lesson
By the annual IEP review date, when a materials list is posted at the start of a lesson, the student will set up the workspace with the materials for the lesson using the posted materials list, performing at least 5 of 6 steps independently, in 4 of 5 consecutive observed lessons, as measured by a task-analysis checklist collected twice weekly.
Put materials back in their labeled spot at cleanup
Putting materials away at cleanup
By the annual IEP review date, when the cleanup signal is given at the end of center time, the student will return each used item to the bin or shelf spot with the matching picture label independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during cleanup and summarized weekly.
All 12 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Task initiation, organization, planning, attention, and self-monitoring. Developmental Delay is a category states may use for young children, generally ages 3 through 9, when a delay in one or more areas calls for special education. The goals below are preschool and early elementary goals across communication, motor, social, adaptive, and readiness skills.
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 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 60 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 13 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 9 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 goals 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
Until what age can a child be eligible under Developmental Delay?
IDEA lets states use the category for children ages 3 through 9, and each state sets its own age range within that. After the state's cutoff the child is reevaluated under another category.
What do preschool IEP goals look like?
They name a skill in a classroom routine, such as following a two-step direction during cleanup or requesting a turn during play, and measure it with opportunities or task-analysis steps. Numbers are small and sessions are short.
Which executive function goals fit students with developmental delay?
Task initiation (latency), sustained attention (duration), assignment completion (percent of work), organization and planning (task-analysis checklists), and self-monitoring. Choose the one or two that assessment shows matter most.
How do I measure an executive function goal without hovering?
Use short observation periods, permanent products (planner entries, submitted work), and student self-monitoring with a periodic accuracy check.
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