Social-Emotional & Communication IEP goals for Multiple Disabilities

• PK, K-2, 3-5Opportunities

  Request preferred items or activities with two-symbol messages

  Requesting with multi-symbol messages in classroom routines (AAC)

  By the annual IEP review date, with access to their communication device during snack, play, and choice routines, the student will request a preferred item or activity by combining two symbols (such as "want bubbles," "more music," "go swing") independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.

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• PK, K-2Opportunities

  Request a wanted item or activity with a word, sign, picture, or symbol

  Requesting with a single word, sign, picture, or symbol

  By the annual IEP review date, when a preferred item or activity is in sight but out of reach during snack, play, or choice time, the student will request the item or activity by saying or signing its name, handing over its picture, or selecting its symbol 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 and play.

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See all 45 functional communication goals

• PKDuration

  Play with a toy the way it is designed for several minutes

  Functional play with toys

  By the annual IEP review date, during free play with a set of 3 familiar toys that have a clear action (such as a car, a shape sorter, a toy phone), the student will play with a toy using its designed action (such as rolling the car, putting shapes in the sorter, holding the phone to an ear) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during free play.

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• PK, K-2Opportunities

  Take turns in a simple back-and-forth game

  Early turn-taking in play

  By the annual IEP review date, during a back-and-forth game with an adult (such as rolling a ball, taking turns on a pop-up toy), the student will take their turn when the ball or toy comes to them and send it back or pass it to the partner independently in at least 8 of 10 opportunities, across 3 consecutive game sessions, as measured by opportunity-by-opportunity data collected three times per week.

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See all 40 play & social participation goals

• PK, K-2, 3-5Opportunities

  State a preference or decline an offer

  Stating preferences and declining

  By the annual IEP review date, when offered a choice of activities, materials, or foods during a structured routine, the student will state a preference or decline the offer using a respectful protest form (such as "no thank you," "I want something else," shaking the head, or a "stop/no" symbol) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during choice, snack, and play routines.

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• K-2, 3-5, 6-8, 9-12Opportunities

  Report when they cannot see, hear, or reach what they need

  Reporting an access problem

  By the annual IEP review date, when they cannot hear the speaker, cannot see the board or materials, or their equipment is not working during instruction, the student will tell the adult what the problem is and what would fix it (such as "I can't hear you, can you turn on the mic?", "I can't see the board from here") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through planned probes plus logged natural events.

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See all 50 self-advocacy goals

• PK, K-2, 3-5Opportunities

  Request help with a functional task using any communication mode

  Requesting help with functional tasks (including AAC)

  By the annual IEP review date, with access to their communication device or system when they need adult help with a task during snack, arrival, or art (such as a closed container, a material out of reach), the student will request help by selecting HELP on their communication device, signing HELP, handing a help card to an adult, or saying "help" 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 and arrival routines.

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• PK, K-2Opportunities

  Ask an adult for help with a self-care task

  Requesting help with self-care tasks

  By the annual IEP review date, during arrival, snack, bathroom, and dismissal routines when they cannot complete a self-care step (such as zipping a coat, opening a wrapper, fastening pants), the student will ask a familiar adult for help with the self-care step using a word, sign, picture, or device message (such as "help," "zip," "open") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival and snack routines.

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See all 35 requesting help goals

• 6-8, 9-12Opportunities

  Match greetings to the relationship

  Greetings that fit the relationship

  By the annual IEP review date, during arrival, hallways, and community outings, when the student greets someone, the student will greet the person in a way that fits their relationship circle, chosen from the student's greeting options independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.

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• 9-12, 6-8Percent accuracy

  Find a safe helper in the community

  Safe people in the community

  By the annual IEP review date, given 10 photos or videos of people in community places (stores, transit stations, libraries, parks), the student will choose the safest person to ask for help in each scene and say why independently with at least 90% accuracy on community scenes, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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See all 30 relationships, boundaries & personal safety goals

• 9-12Frequency

  Start a topic with a peer network group

  Interacting in structured peer-mediated activities

  By the annual IEP review date, during a weekly 30-minute peer network lunch with 3 to 5 general education peers, the student will start a topic with the group by sharing news, showing a photo, or asking a question independently at least 3 times per 30-minute peer network meeting, across 4 consecutive meetings, as measured by frequency recording collected weekly.

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• 9-12, 6-8Opportunities

  Answer peers with their AAC device during social time

  Responding to peers using AAC

  By the annual IEP review date, during a peer network lunch or social time with same-age peers, the student will respond to a peer's question or comment using their AAC device, sign, or gesture independently in at least 6 of 8 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected twice weekly.

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See all 55 peer interaction goals

• 9-12Latency

  Start a sensory plan when a job site gets loud

  Managing sensory overload at a job site

  By the annual IEP review date, at a job or work-based learning site when the noise or crowd level rises (such as a delivery, a lunch rush, or machinery starting), the student will start their sensory plan by putting on noise-reducing headphones, moving to a quieter work spot agreed on with the supervisor, or asking for a short break independently within 30 seconds, across 4 consecutive observed noise events, as measured by latency recording collected at each job site session.

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• K-2, 3-5Opportunities

  Use their drill plan during fire and safety drills

  Preparing for a known stressful event

  By the annual IEP review date, during monthly fire or evacuation drills after a preview of the drill story that morning, the student will use their drill plan (such as putting on headphones or covering their ears, holding an adult's hand or a comfort item) and walk out with the class to the meeting spot independently in 4 of 4 opportunities, across 3 consecutive months of drills, as measured by direct observation collected at each drill and practice drill.

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See all 70 emotional regulation goals

• 3-5, K-2, 6-8Opportunities

  Use a conflict picture card to show what went wrong

  Showing a conflict with pictures or AAC

  By the annual IEP review date, after a conflict with a peer, once the student is calm, with their conflict picture card or device page available, the student will point to or select pictures that show what happened (such as took, pushed, said mean words) and a fix they want (such as give back, say sorry, move away) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected after each conflict, plus twice-weekly practice.

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See all 40 conflict resolution goals