BCBA Speech & Language IEP goals
14 speech & language templates tagged for the BCBA or behavior specialist, across 3 skills: early communication, AAC & augmentative communication, pragmatic language. Each opens in the builder with a matching data sheet.
14 templates · 3 skills · Pre-K, K–2, 3–5, 6–8 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Early Communication Speech & Language
Show a toy to share interest
Initiating joint attention by showing
By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected twice weekly.
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.
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.
Pragmatic Language Speech & Language
Say no to a request or offer with a reason or alternative
Declining with words
By the annual IEP review date, when a peer or adult offers an item, food, or activity the student does not want, the student will decline with words, sign, or an AAC message (such as "No thanks," "Not right now," "I don't like that") and, when asked, give a reason or an alternative 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.
Articulation, phonology, expressive and receptive language, pragmatics, fluency, and voice. This goal bank for behavior analysts and behavior specialists covers replacement behaviors, functional communication, compliance with directions, safety behaviors, and skill acquisition. Behavior definitions are observable, and each goal names the measure (frequency, duration, latency, or trials) a behavior plan would use.
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
How should an IEP goal relate to a behavior intervention plan?
Use the same operational definitions and the same data system. The BIP describes antecedent strategies, teaching, and responses; the IEP goal states the measurable outcome for the replacement behavior.
Should the goal measure the problem behavior or the replacement?
The goal usually measures the replacement behavior increasing. Teams often track the problem behavior as a second measure on the same sheet, but a goal written only as a decrease does not say what the student will learn.
What data sheets fit behavior goals?
Frequency (event recording) for countable behaviors, duration for episodes, latency for time to comply or start, and opportunity sheets for functional communication trials.
IEP Atlas Pro
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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.