SLP Executive Function IEP goals
38 executive function templates tagged for the speech-language pathologist, across 9 skills: planning, self-monitoring, sustained attention & task engagement, following multi-step directions, working memory strategies, cognitive flexibility, impulse control & inhibition, assignment completion, time management. Each opens in the builder with a matching data sheet.
38 templates · 9 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.
Planning Executive Function
Put the picture steps of a familiar task in order
Sequencing picture steps of a task
By the annual IEP review date, given 3 picture cards showing the steps of a familiar classroom task in mixed order, the student will arrange the picture cards in the order the steps happen and say each step independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Build an outing plan with a picture planner
Planning a community outing with a picture planner
By the annual IEP review date, during a life skills class, when planning the week's community outing with a picture planner, the student will choose the place, the time, how to get there, and what to bring by selecting photos on each page of the planner, performing at least 4 of 5 steps independently, on 3 consecutive planned outings, as measured by a task-analysis checklist collected weekly.
Self-Monitoring Executive Function
Match voice level to the posted picture scale
Monitoring voice level
By the annual IEP review date, during a 15-minute partner activity with a voice level picture scale on the table, the student will point to the voice level they are using when an adult asks and, when it differs from the posted level, adjust their voice to match it within 10 seconds independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected three times per week.
Add discussion comments while tracking each one
Tracking own contributions in discussion
By the annual IEP review date, during a 20-minute small-group or whole-class discussion of a shared text, the student will add an on-topic comment, question, or response to a peer while marking each contribution on a tracker at least 3 times per 20-minute discussion, in 4 of 5 consecutive observed discussions, as measured by frequency recording collected weekly.
Sustained Attention & Task Engagement Executive Function
Respond in group lessons using a choice board
Attention in group lessons with significant support needs
By the annual IEP review date, during a 20-minute group lesson in a self-contained class with age-matched materials, the student will remain in the group lesson and respond to its questions by speech, device, sign, or choice board selection independently for at least 15 minutes, on 4 of 5 observed lessons, as measured by duration recording collected three times per week.
Following Multi-Step Directions Executive Function
Follow three-step oral directions in order
Following oral multi-step directions
By the annual IEP review date, when given a three-step oral direction by an adult during classroom routines, the student will complete all three steps of the direction in the order given without a repetition of the direction in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Follow directions that contain before, after, or if
Directions with sequence and condition words
By the annual IEP review date, when given a two- or three-step oral direction containing words such as before, after, or if, the student will carry out the steps in the order and under the conditions the direction specifies independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Working Memory Strategies Executive Function
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.
Bring back two named items from across the room
Retrieving two named items
By the annual IEP review date, when asked to get two named items from a shelf or bin across the room, the student will return with both named items independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Cognitive Flexibility Executive Function
Keep playing a game after a rule is changed
Playing a game with a changed rule
By the annual IEP review date, when an adult or peer introduces one changed rule in a familiar game before it starts, the student will continue playing by the changed rule for the rest of the game independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a planned game session.
Shift from a preferred topic when the activity moves on
Shifting from a preferred topic
By the annual IEP review date, when the teacher or a peer changes the topic during a lesson or conversation, the student will respond to the new topic and keep talking about it for the rest of the activity independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during one activity and summarized weekly.
Impulse Control & Inhibition Executive Function
Ask for an item instead of grabbing it
Asking before acting
By the annual IEP review date, during play or table activities, when they want an item someone else has or an item on an adult's desk, the student will independently pause and ask for the item with a word, sign, picture, or device instead of taking it in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily.
Wait for a pause before speaking
Waiting for a turn to speak in discussion
By the annual IEP review date, during small-group work with three or four peers, the student will wait until the speaker finishes and there is a pause, then speak independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by frequency recording collected three times a week.
Assignment Completion Executive Function
Make up classwork missed during pull-out
Making up work missed during pull-out services
By the annual IEP review date, after returning from a pull-out service session, the student will ask for or collect the missed work and finish the essential parts by the next class independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected weekly.
All 9 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Task initiation, organization, planning, attention, and self-monitoring. This goal bank for speech-language pathologists covers articulation, phonology, expressive and receptive language, pragmatics, fluency, voice, AAC, and narrative skills. Criteria are written in trials, percent accuracy, or opportunities so session data lines up with the goal.
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 26 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
Frequently asked questions
How do SLPs write measurable speech and language goals?
Name the target (sound, structure, or function), the level (word, sentence, conversation), the context, the support, and a criterion such as 80% accuracy over 20 trials in 3 consecutive sessions. The templates here follow that pattern.
Should articulation goals progress through levels?
Most do: isolation or syllable, then word, phrase, sentence, and conversation. Writing the current level into the goal and using short-term objectives for the next levels keeps the goal measurable all year.
How do I document Medicaid-billable sessions?
Session notes need the date, time, service, and the student's response to treatment. IEP Atlas Pro keeps a service log with minutes and session data in your account; check your district's documentation rules.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.