Executive Function IEP goals for Multiple Disabilities
24 executive function templates across 10 skills: task initiation, following multi-step directions, sustained attention & task engagement, organization, assignment completion, working memory strategies, self-monitoring, planning, cognitive flexibility, study & test-taking skills. Each opens in the builder with a matching data sheet.
24 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.
Task Initiation Executive Function
Begin a work task after the supervisor's direction
Starting a work task at a job site
By the annual IEP review date, after a supervisor or job coach gives a direction to begin a trained task at a work-based learning site, the student will begin the task by performing its first step independently within 30 seconds, on 4 of 5 consecutive observed shifts, as measured by latency recording collected each shift and summarized weekly.
Launch shift tasks from a posted list
Starting job tasks from a posted task list
By the annual IEP review date, at the start of a work-based learning shift, with the day's tasks on a posted or handheld list, the student will independently check the task list and begin the next unfinished task within 2 minutes without the supervisor assigning it in at least 5 of 6 opportunities, across 3 consecutive weeks of shifts, as measured by direct observation collected each shift, summarized weekly.
Following Multi-Step Directions Executive Function
Complete a task from a six-step picture direction sheet
Picture-sequence directions
By the annual IEP review date, given a six-step picture direction sheet for a cooking, craft, or assembly task, the student will complete the task following the picture steps using the picture sheet, performing at least 5 of 6 steps independently, on 3 consecutive picture-direction tasks, as measured by a task-analysis checklist collected weekly.
Choose the right branch in a work procedure
Directions with embedded conditions
By the annual IEP review date, at a work-based learning site when a step in the posted procedure depends on a check (full or empty, on or off, damaged or not), the student will do the check named in the procedure and carry out the step for the result found independently in at least 7 of 8 opportunities, across 3 consecutive weeks of shifts, as measured by direct observation collected each shift, summarized weekly.
Sustained Attention & Task Engagement Executive Function
Stay on a work task at a job site without redirection
Staying on a job task
By the annual IEP review date, during a trained work task at a work-based learning site, the student will independently continue the assigned work task without stopping for at least 20 minutes, in 4 of 5 consecutive observed shifts, as measured by duration recording collected each shift and summarized weekly.
Keep producing at job coach checks
Engagement at a work site measured by time sampling
By the annual IEP review date, during a 60-minute shift at a work-based learning site scored at 12 momentary job coach checks, the student will be working on the assigned job task by handling, sorting, stocking, cleaning, or entering items as trained independently in at least 10 of 12 opportunities, across 3 consecutive weeks of shifts, as measured by direct observation collected each shift and summarized weekly.
Organization Executive Function
Set up a job site work station
Organizing a work station at a job site
By the annual IEP review date, at the start of a work-based learning shift at the student's assigned station, the student will set up the work station before starting the first task, performing at least 6 of 7 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected each shift, summarized weekly.
Leave the station ready for the next shift
Organizing a work station at a job site
By the annual IEP review date, at the end of a work-based learning shift, before clocking out, the student will reset the work station to the posted closing standard independently, earning a score of at least 7 out of 8 on a 4-row station closing rubric scored 0 to 2 per row, on 4 of 5 consecutive shifts, as measured by a defined scoring rubric collected each shift, summarized weekly.
Assignment Completion Executive Function
Get an adapted assignment done in class
Completing adapted assignments in inclusive classes
By the annual IEP review date, during a general education class with an adapted version of the class assignment, the student will finish the adapted assignment and hand it in with the class independently, completing at least 80% of assigned adapted assignments, across 3 consecutive weeks, as measured by work-sample analysis collected weekly.
Reach the unit count on a vocational task
Completing a vocational production task
By the annual IEP review date, during a vocational work period with a set number of units to assemble or package, the student will finish the assigned number of units to standard independently, completing at least 90% of assigned units, across 3 consecutive weeks, as measured by direct observation collected each work period.
Working Memory Strategies Executive Function
Keep a running total while shopping
Keeping a running total
By the annual IEP review date, during a community shopping trip with a set budget and a list of 6 items, the student will update the running total on a calculator, phone, or notepad after each item goes in the cart independently in at least 5 of 6 opportunities, across 3 consecutive shopping trips, as measured by direct observation collected on each community or simulation shopping trip.
Check a picture recipe before each step
Using a picture recipe as a memory aid
By the annual IEP review date, during a life skills cooking lesson with a picture recipe of 6 to 8 steps, the student will touch or check off the next picture on the recipe before starting each step independently in at least 7 of 8 opportunities, across 3 consecutive cooking sessions, as measured by direct observation collected each cooking session.
Self-Monitoring Executive Function
Inspect a finished job task for quality
Quality check of a job task
By the annual IEP review date, after completing an assigned task at a work-based learning site, with a photo checklist of the finished standard, the student will compare the finished task with each checklist item, fix any item that does not meet the standard, and then report the task as finished to the supervisor independently in at least 5 of 6 opportunities, across 3 consecutive weeks at the work site, as measured by direct observation collected each work shift, summarized weekly.
Self-check a routine on a tablet photo checklist
Video or photo checklist on a tablet
By the annual IEP review date, after completing a familiar routine of 5 to 8 steps, with a photo checklist on a tablet, the student will swipe through the photo checklist, tap each step as done, and complete any missed step before reporting the job done independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected daily, summarized weekly.
Planning Executive Function
Build an outing plan with a picture planner
Planning a community outing with a picture planner
By the annual IEP review date, during a life skills class, when planning the week's community outing with a picture planner, the student will choose the place, the time, how to get there, and what to bring by selecting photos on each page of the planner, performing at least 4 of 5 steps independently, on 3 consecutive planned outings, as measured by a task-analysis checklist collected weekly.
All 10 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. Students with multiple disabilities have combined needs that one program cannot serve alone, and their goals focus on communication, participation in routines, and daily living, with careful attention to the response mode and prompting level. Small, well-defined steps make progress measurable.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Latency trackerTimes the gap between a cue and the start of the response.Used by 2 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 3 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 4 goals here
Frequently asked questions
What goals fit students with significant support needs?
Functional communication (requesting, choosing, refusing in any mode), participation in classroom routines, daily living steps, and functional academics such as recognizing a name or a schedule symbol. Goals are built from task analyses and opportunity data.
How do I write a goal when the student needs prompting?
Put the prompting level in the support part of the goal and set the criterion for a lower level than the current one. 'With a gestural prompt' can be the target when the baseline is a physical prompt.
Which executive function goals fit students with multiple disabilities?
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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