Speech & Language IEP goals for Intellectual Disability
162 speech & language templates across 10 skills: AAC & augmentative communication, early communication, receptive language, vocabulary & semantics, expressive language, pragmatic language, narrative language & retelling, listening comprehension & auditory processing, grammar, syntax & morphology, motor speech (apraxia & dysarthria). Each opens in the builder with a matching data sheet.
162 templates · 10 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.
AAC & Augmentative Communication Speech & Language
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.
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.
Early Communication Speech & Language
Reach toward a wanted item to request it
Reaching to request
By the annual IEP review date, during snack, when the partner holds up two small pieces of a preferred food just out of reach, the student will reach an open hand or arm toward the item the partner is holding to request it 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.
Give a container to an adult for help
Giving to request help
By the annual IEP review date, during play, given a clear container with a preferred item inside and a lid the student cannot open, the student will hand or push the container or toy to the adult to request help independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
Receptive Language Speech & Language
Identify and define taught curriculum vocabulary
Curriculum vocabulary
By the annual IEP review date, given 10 taught vocabulary words from the current science or social studies unit, the student will define each taught vocabulary word by stating its category and at least one defining feature independently with at least 80% accuracy on taught curriculum vocabulary words, on 3 of 4 consecutive unit probes, as measured by opportunity-by-opportunity data collected every two weeks.
Sort items into categories and name the category
Categories
By the annual IEP review date, given 10 sets of three or four pictures or words from familiar categories, the student will name the category that each set of items belongs to independently with at least 80% accuracy on categorization items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Vocabulary & Semantics Speech & Language
Name colors, shapes, and numbers
Colors, shapes, and number words
By the annual IEP review date, given 10 colored objects or color cards and asked "What color?", the student will name the color, shape, or number shown using speech, sign, or a communication device independently with at least 90% accuracy on color, shape, or number items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Tell what an object is used for
Object function
By the annual IEP review date, given 10 pictures or objects and asked "What do you do with it?", the student will state the main function of each object with a verb phrase (such as "you cut with it," "for writing") independently with at least 80% accuracy on object-function items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Expressive Language Speech & Language
Answer who, what, and where questions about a picture
Answering wh- questions about pictures
By the annual IEP review date, given 10 picture scenes and asked one who, what, or where question about each, the student will answer each question with the kind of information the question word asks for (a person for who, an action or object for what, a place for where) independently with at least 85% accuracy on wh- questions about pictures, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Answer questions about personal information
Personal information
By the annual IEP review date, when asked 5 personal information questions by a familiar adult (such as full name, age, birthday, school, teacher), the student will state the correct personal information for each question using speech, sign, or a communication device independently with 100% accuracy on personal information questions, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Pragmatic Language Speech & Language
Greet and say goodbye to familiar people
Greetings and farewells
By the annual IEP review date, when a familiar adult or peer greets them by name at arrival or in the hallway, the student will return the greeting or farewell with a word, sign, wave, or AAC message within 5 seconds independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during arrival and dismissal.
Use please, thank you, excuse me, and sorry in context
Social routine phrases
By the annual IEP review date, during snack, centers, or lunch when a routine phrase fits (receiving an item, bumping someone, needing to pass), the student will use the social phrase that fits the situation (please when asking, thank you when receiving, excuse me when passing or interrupting, sorry after a mistake) 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.
Narrative Language & Retelling Speech & Language
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.
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.
Listening Comprehension & Auditory Processing Speech & Language
Answer spoken questions about categories and attributes
Answering spoken questions about categories and attributes
By the annual IEP review date, given 20 spoken yes/no questions about categories or attributes with no pictures (such as "Is a cat an animal?"), the student will answer each question correctly by speaking, signing, or pointing to yes or no independently with at least 85% accuracy on spoken category and attribute questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Tell fact from opinion in spoken statements
Fact and opinion in spoken statements
By the annual IEP review date, given 20 spoken statements, half facts and half opinions, on familiar topics, the student will label each statement as a fact or an opinion independently with at least 85% accuracy on fact-or-opinion judgments, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
See all 40 listening comprehension & auditory processing goals
All 10 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Articulation, phonology, expressive and receptive language, pragmatics, fluency, and voice. 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:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 77 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 16 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 55 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 10 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal 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.
What speech and language goals are common for students with intellectual disability?
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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