Executive Function IEP goals for Intellectual Disability
99 executive function templates across 12 skills: following multi-step directions, working memory strategies, planning, task initiation, organization, time management, self-monitoring, impulse control & inhibition, assignment completion, cognitive flexibility, sustained attention & task engagement, study & test-taking skills. Each opens in the builder with a matching data sheet.
99 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 a one-step direction during play or routines
One-step directions in play and routines
By the annual IEP review date, when given a one-step direction with familiar words during play, the student will carry out the direction within 10 seconds without a repetition in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Follow two-step directions that include location words
Directions with location words
By the annual IEP review date, when given a two-step direction containing a location word during classroom activities, the student will carry out both steps with the items placed in the stated locations without a repetition in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Working Memory Strategies Executive Function
Use a reference card or anchor chart to recall the next step
Using a reference aid
By the annual IEP review date, during multi-step math procedures with a reference card available, when unsure of the next step, the student will check the reference card or anchor chart for the next step and continue the item independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly.
Bring back two named items from across the room
Retrieving two named items
By the annual IEP review date, when asked to get two named items from a shelf or bin across the room, the student will return with both named items independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Planning Executive Function
State a first-next-last plan before a multi-step task
Stating a first-next-last plan
By the annual IEP review date, before beginning a multi-step classroom task such as an art project or science activity, the student will state or draw a plan with a first, next, and last step independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Put the picture steps of a familiar task in order
Sequencing picture steps of a task
By the annual IEP review date, given 3 picture cards showing the steps of a familiar classroom task in mixed order, the student will arrange the picture cards in the order the steps happen and say each step independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Task Initiation Executive Function
Complete a getting-started routine at the start of work
Getting-started routine
By the annual IEP review date, at the start of each independent work period, the student will complete the getting-started routine using a routine card on the desk, performing at least 5 of 6 steps independently, on 3 consecutive data collection days, as measured by a task-analysis checklist collected twice weekly.
Move to the next task on the list after finishing one
Moving to the next task on a list
By the annual IEP review date, after finishing one task on a written task list during a work period, the student will begin the next listed task by making a first response independently within 45 seconds, on 4 of 5 consecutive observed task changes, as measured by latency recording collected twice weekly.
Organization Executive Function
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.
Bring the home-school folder back with the papers inside
Home-school folder round trip
By the annual IEP review date, on school days when papers are sent home in the home-school folder, the student will return the home-school folder the next school day with the papers for school in the return pocket independently in at least 8 of 10 opportunities, across 3 consecutive two-week periods, as measured by opportunity-by-opportunity data collected daily and summarized every two weeks.
Time Management Executive Function
State how many minutes remain in the work period when asked
Stating the time remaining
By the annual IEP review date, when asked during an independent work period with the end time posted and a clock visible, the student will state the number of minutes remaining within 2 minutes of the actual time independently with at least 85% accuracy on time-remaining checks, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 4 to 6 checks per probe.
Clock in on time at the work-based learning site
Clocking in on time at a work site
By the annual IEP review date, on scheduled work days at a work-based learning site, the student will clock in or check in with the supervisor at or before the shift start time independently in at least 9 of 10 opportunities, across 3 consecutive months, as measured by opportunity-by-opportunity data collected each shift and summarized monthly.
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.
Impulse Control & Inhibition Executive Function
Leave lab materials untouched until directions end
Checking before submitting
By the annual IEP review date, during science labs with materials on the table during directions, the student will keep hands off the materials until the directions end and then repeat the first step to a partner independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected at each hands-on lesson.
Think through a peer dare before acting
Using a stop-think-choose routine
By the annual IEP review date, during counseling sessions with realistic dare and peer-pressure scenarios, the student will stop, name what could happen next, and choose a response (say no, suggest something else, walk away) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly, from scenarios and real events.
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. Goals for students with an intellectual disability focus on skills that carry into daily life: functional academics, routines, communication, self-care, and community participation. Task-analysis checklists and opportunity data make small, real steps visible.
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 17 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 48 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 6 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 16 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 7 goals here
Frequently asked questions
What kinds of goals fit students with an intellectual disability?
Functional academics (money, time, reading signs and schedules), daily living and self-care routines, functional communication, school and community independence, and vocational readiness for older students. Academic goals are written at the student's instructional level.
How do task-analysis goals work?
The routine is broken into ordered steps, and the data sheet records which steps the student completes independently. The criterion is a number of steps (for example, 9 of 10 steps) across several sessions.
Which executive function goals fit students with intellectual disability?
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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