OT Social-Emotional & Communication IEP 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.

  CustomizeCopy goalCopied
• 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.

  CustomizeCopy goalCopied

See all 40 play & social participation goals

• PK, K-2Task-analysis steps

  Use a calm-down routine with adult help when upset

  Early childhood calm-down routine

  By the annual IEP review date, when they become upset during a transition, a denied request, or a peer conflict, as defined in their plan, the student will complete the steps of their calm-down routine with an adult who names each step once, performing at least 4 of 5 steps independently, across 3 consecutive upset episodes, as measured by a task-analysis checklist collected after each episode, with practice runs twice weekly.

  CustomizeCopy goalCopied
• K-2, 3-5, 6-8Duration

  Remain in an assembly or cafeteria using a regulation strategy

  Staying in high-sensory settings

  By the annual IEP review date, during an assembly, pep rally, or performance, the student will remain in the setting using To choose for the student: the strategy from their plan (such as headphones, a fidget, a seat near the exit) independently for at least 20 minutes, across 3 consecutive events, as measured by duration recording collected each event.

  CustomizeCopy goalCopied

See all 70 emotional regulation goals

• K-2, 3-5, 6-8, 9-12Opportunities

  Request a change to the environment when a barrier is present

  Requesting environmental or sensory adjustments

  By the annual IEP review date, when an environmental barrier is present during instruction (such as loud noise, glare, crowded seating, an obstructed view of the board), the student will request a specific environmental change (such as move seats, use noise-reducing headphones, dim a light, move closer to the board) independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during the settings where barriers most often occur.

  CustomizeCopy goalCopied
• 3-5, 6-8, 9-12Opportunities

  Ask to show what they know in a different format

  Requesting an alternative way to show learning

  By the annual IEP review date, when assigned a task in a format that is hard for them and an alternative format is listed in their IEP, the student will ask the teacher to complete the task in an alternative format, naming the format (such as "Can I type this instead?", "Can I tell you my answers?") 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 observed natural tasks.

  CustomizeCopy goalCopied

See all 50 self-advocacy goals

• 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.

  CustomizeCopy goalCopied

See all 35 requesting help goals

• 6-8, 3-5Opportunities

  Keep an arm's length in lines and groups

  Personal space in groups

  By the annual IEP review date, during lines, hallway transitions, lockers, and group seating, the student will keep about an arm's length from others when standing or sitting, or move back after noticing they are close independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.

  CustomizeCopy goalCopied

See all 30 relationships, boundaries & personal safety goals