SLP Motor & Sensory Skills (OT, PT & Adapted PE) IEP goals
17 motor & sensory skills (OT, PT & adapted PE) templates tagged for the speech-language pathologist, across 4 skills: feeding & mealtime skills, fine motor skills, sensory processing & regulation, functional mobility. Each opens in the builder with a matching data sheet.
17 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.
Feeding & Mealtime Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Scoop soft food with a spoon
Spoon and fork use
By the annual IEP review date, during snack or lunch, given a food that holds on a spoon (such as yogurt, applesauce or mashed food) in a bowl, the student will scoop the food with the spoon and bring it to the mouth, keeping most of the food on the spoon with no adult hands on the spoon in at least 7 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected three meals a week.
Pick up finger foods to self-feed
Spoon and fork use
By the annual IEP review date, during snack, given small pieces of a finger food allowed by the feeding plan on a tray or plate, the student will pick up a piece of food with the fingers and bring it to the mouth with no adult hands-on help in at least 6 of 8 opportunities, on 3 of 4 observed snacks, as measured by opportunity-by-opportunity data collected at three snacks a week.
Fine Motor Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Press buttons and keys with one finger
Finger isolation
By the annual IEP review date, given a communication device or sound board with buttons at least 1 inch wide, the student will press the named button with the pointer finger while the other fingers stay curled independently in at least 8 of 10 trials, on 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected 10 trials daily during device use.
Sensory Processing & Regulation Motor & Sensory Skills (OT, PT & Adapted PE)
Signal when a room is too loud
Using noise-reducing headphones in loud places
By the annual IEP review date, during loud classroom times such as music, clean-up or free play, the student will signal too loud using a word, sign, symbol card or the ear-cover gesture taught as their signal, and accept the headphones or quiet spot an adult offers with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily during loud times.
Hand a picture card to ask for movement
Requesting a sensory tool or break
By the annual IEP review date, during free play or center time, when the student seeks movement, the student will hand a picture card, sign or touch a symbol to ask for a movement activity (such as the swing, the trampoline or a crash pad) with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily.
Functional Mobility Motor & Sensory Skills (OT, PT & Adapted PE)
Ask for a position change at school
Taking part in positioning routines
By the annual IEP review date, when the student has been in one position for the time set in the positioning plan, the student will ask an adult for a position change or a specific piece of equipment using speech, a device, a sign or a gesture with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by frequency recording collected daily.
Fine motor, handwriting, visual-motor, gross motor, fitness, functional mobility, feeding, and sensory processing skills. 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:
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.