Behavior & Classroom Expectations IEP goals for Speech or Language Impairment
19 behavior & classroom expectations templates across 4 skills: following adult directions, replacement behaviors, classroom expectations & routines, safety behaviors. Each opens in the builder with a matching data sheet.
19 templates · 4 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Following Adult Directions Behavior & Classroom Expectations
Ask what to do when a direction is unclear instead of ignoring it
Asking for clarification
By the annual IEP review date, when given a direction that includes an unfamiliar word or more than two steps, the student will independently ask a clarifying question ("do you mean...?", "which page?", "can you say it again?") within 30 seconds rather than ignoring the direction in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected 3 times per week with at least 1 planned unclear direction, summarized weekly.
Follow a two-step direction in order
Following directions in sequence
By the annual IEP review date, when given a two-step direction during a classroom routine ("hang up your coat and sit on the carpet"), the student will independently complete both steps in the order given without a repeat in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, 5 two-step directions in routines.
Replacement Behaviors Behavior & Classroom Expectations
Request an item with words, sign, or a picture instead of grabbing
Requesting an item or activity
By the annual IEP review date, during snack or center time when a preferred item is visible but out of reach, the student will request the item using the taught form (word, sign, picture exchange, or device) before reaching for or grabbing it independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and one play routine.
Say 'no' or 'stop' with words or a symbol instead of hitting
Protesting with words
By the annual IEP review date, when a peer or adult does something the student dislikes (touches their materials, stands too close, continues a game), the student will protest with the taught form ("no," "stop," signed STOP, or the STOP symbol) before hitting, pushing, or biting independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during play and one planned practice.
Classroom Expectations & Routines Behavior & Classroom Expectations
Sit in the circle for a preschool group activity
Staying in the assigned area
By the annual IEP review date, during a 10-minute circle time with a carpet square or name spot, the student will sit in the circle spot (seated on the square or in an adult's lap) independently for at least 8 minutes, on 4 of 5 consecutive recorded circle times, as measured by duration recording collected daily during circle time.
Respond during circle time when named or cued
Participating in group routines
By the annual IEP review date, during circle time when the teacher calls the student's name for attendance, a job, or a turn, the student will respond to the name or cue within 5 seconds (answers, raises a hand, does the action, or selects a picture) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during circle time, first 5 cues.
Safety Behaviors Behavior & Classroom Expectations
Tell an adult when hurt or when something unsafe is happening
Reporting unsafe situations
By the annual IEP review date, when the student is hurt (a fall, a bump, a cut) during the school day, the student will go to the nearest adult and tell or show what happened (spoken, signed, a picture card, or pointing) within 1 minute independently in 5 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed event plus 1 weekly role-play, summarized every 2 weeks.
Replacement behaviors, following adult directions, classroom expectations, and safety. Speech or Language Impairment is one of the largest IDEA categories, and most of these goals are written and monitored by the speech-language pathologist. Articulation and phonology goals count sounds in words; language goals count utterances, responses, or steps, usually in trial-by-trial data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
Who writes speech and language IEP goals?
The speech-language pathologist usually drafts them from the evaluation, and the IEP team adopts them. Teachers and families contribute present-level information, especially about how communication works outside the therapy room.
How are articulation goals measured?
By percent accuracy for a target sound at a level (isolation, syllable, word, sentence, conversation), scored from a set number of productions. Goals often step up through levels as the student masters each one.
How should behavior goals be written for students with speech or language impairment?
As replacement behaviors the student will learn, with an observable definition, a defined period, and a frequency, duration, latency, or opportunity criterion. The behavior plan and the goal should share definitions and data.
Can a goal be written as a decrease?
A decrease can be measured, but the goal should also say what the student will do instead. Most teams write the replacement behavior as the goal and track the original behavior alongside it.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.