IEP goals for Traumatic Brain Injury
530 templates across 74 skills in 12 areas, led by executive function, transition & postsecondary skills, and vision, hearing & assistive technology. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
530 templates · 74 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.
Working Memory Strategies Executive Function
Write down multi-part directions or details before beginning
Writing down steps and details
By the annual IEP review date, when given an oral direction or assignment with three or more parts, before beginning the task, the student will write down the steps or key details independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Repeat or restate a direction before acting on it
Verbal rehearsal
By the annual IEP review date, after receiving a multi-step oral direction from an adult and before acting on it, the student will repeat the direction or message aloud or quietly to self independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Organization Executive Function
Organize the binder and take-home folder using a checklist
Binder and take-home folder organization
By the annual IEP review date, during a weekly 10-minute binder check, the student will organize the binder and take-home folder using a binder checklist, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
Check a materials list before leaving for the next class
Materials self-check before class
By the annual IEP review date, before leaving the locker, cubby, or previous classroom for the next class, the student will check each item on the next class's materials list (for example, notebook, folder, text, charged device, and writing tool) and gather any missing item independently in at least 9 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and summarized every 10 class periods.
Assistive Technology Use Vision, Hearing & Assistive Technology
Open a digital book and start read-aloud
Text-to-speech: opening a digital book
By the annual IEP review date, during independent reading time, given a tablet with a digital library app and the student's login, the student will log in, find the assigned book, open it, and turn on read-aloud with word highlighting, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Press a switch to make something happen
Switch access: cause and effect
By the annual IEP review date, given a switch placed at the body site chosen by the OT, connected to a computer or tablet cause-and-effect activity, the student will press the switch to start the activity and press again when it stops independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session.
Sustained Attention & Task Engagement Executive Function
Return to the task after a distraction without a prompt
Returning to the task after a distraction
By the annual IEP review date, after a classroom distraction (a door opening, a peer talking, an announcement) during independent work, the student will return to the task by resuming writing or reading independently within 30 seconds, on 4 of 5 consecutive observed distractions, as measured by latency recording collected twice weekly.
Stay engaged in a lecture using a note-taking frame
Attending to lecture-style instruction
By the annual IEP review date, during a 20-minute lecture segment with a note-taking frame, the student will attend to the lecture by writing in the note frame as each section is presented and responding when called on independently for at least 15 minutes, in 4 of 5 consecutive observed lectures, as measured by direct observation collected twice weekly.
Paragraph Organization Writing
Follow a step-by-step paragraph-writing routine
Independent paragraph-writing routine
By the annual IEP review date, when given a paragraph writing assignment during independent work time, the student will carry out a paragraph-writing routine from reading the prompt through a final reread using a written step card, performing at least 6 of 7 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected weekly.
Make a simple outline before writing
Making an outline
By the annual IEP review date, given an informational or argument prompt before drafting, the student will make an outline that lists the main idea, at least three subpoints, and at least one supporting detail under each subpoint independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Study & Test-Taking Skills Executive Function
Make flashcards from a study guide and quiz with them
Making and using flashcards
By the annual IEP review date, given a study guide or vocabulary list at least 3 days before a test, the student will complete the flashcard routine using a flashcard routine card, performing at least 5 of 6 steps independently, on 3 consecutive study sessions, as measured by a task-analysis checklist collected each study session, at least weekly.
Take notes from a textbook section using the headings
Taking notes from a textbook
By the annual IEP review date, given a textbook section of 2 to 4 pages with headings and bold terms, the student will take notes on the section that meet the notes rubric independently, earning a score of at least 6 out of 8 on a 4-row textbook notes rubric scored 0 to 2 per row, on 3 of 4 consecutive note sets, as measured by a defined scoring rubric collected weekly.
Time Management Executive Function
Estimate how long a task will take and compare with actual time
Estimating task time
By the annual IEP review date, before beginning an independent assignment expected to take 10 to 30 minutes, the student will write a time estimate for the task that falls within 5 minutes of the actual completion time using a time estimation log in at least 4 of 5 opportunities, across 3 consecutive weekly logs, as measured by opportunity-by-opportunity data collected weekly.
Record assignments and due dates in a planner
Recording assignments in a planner
By the annual IEP review date, when assignments are posted at the end of each class, the student will record assignments in a planner or digital calendar using the class assignment board as a model, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily and summarized weekly.
Planning Executive Function
Break a long-term assignment into dated steps
Breaking down a long-term assignment
By the annual IEP review date, when given a long-term assignment due in 1 to 3 weeks, the student will create a written plan for the assignment using a project planning template, performing at least 6 of 7 steps independently, on 3 consecutive long-term assignments, as measured by a task-analysis checklist collected for each long-term assignment.
Write a weekly plan that schedules work sessions
Weekly planning
By the annual IEP review date, during a weekly planning session at the start of each week, the student will write a weekly plan that schedules work sessions for upcoming assignments and tests independently, earning a score of at least 9 out of 12 on a 4-row weekly plan rubric scored 0 to 3 per row, on 3 of 4 consecutive weekly plans, as measured by a defined scoring rubric collected weekly.
All 74 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Executive Function
Transition & Postsecondary Skills
Vision, Hearing & Assistive Technology
Functional & Independence Skills
Speech & Language
Motor & Sensory Skills (OT, PT & Adapted PE)
Social-Emotional & Communication
Writing
Science, Social Studies & Digital Literacy
Behavior & Classroom Expectations
Math
Goals for memory strategies, attention, organization, and regulation after injury. After a brain injury, the skills most affected at school are often memory, attention, organization, processing speed, and regulation, and they can change quickly during recovery. Goals here use strategies the student can learn and data that can be reviewed often.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 196 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 149 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 13 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 47 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 104 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 9 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 12 goals here
Frequently asked questions
How often should goals be reviewed after a brain injury?
Recovery can be faster than the annual IEP cycle. Teams often set shorter review points and reconvene when data shows the goal is met or no longer fits. IDEA allows the IEP to be revised at any time (34 CFR 300.324(b)).
What goals are common for students with TBI?
Working memory strategies, task initiation, following multi-step directions, organization with checklists or planners, sustained attention, and emotional regulation. Academic goals target the specific skills the injury affected.
Should the goal include a compensatory strategy?
Often, yes. 'Using a written checklist' or 'after recording the assignment in a planner' belongs in the condition or support so the goal measures the strategy the student is learning to use.
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