SLP Social-Emotional & Communication IEP goals

• PK, K-2, 3-5Opportunities

  Request preferred items or activities with two-symbol messages

  Requesting with multi-symbol messages in classroom routines (AAC)

  By the annual IEP review date, with access to their communication device during snack, play, and choice routines, the student will request a preferred item or activity by combining two symbols (such as "want bubbles," "more music," "go swing") independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.

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• K-2, 3-5, 6-8Opportunities

  Request a break using a communicative response

  Requesting a break (functional communication replacement)

  By the annual IEP review date, when presented with a demanding or non-preferred task, the student will request a break by handing a break card, selecting BREAK on their communication device, signing, or saying "break, please" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during the activities identified in the FBA.

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See all 45 functional communication goals

• PK, K-2, 3-5Frequency

  Initiate interactions with peers during recess

  Initiating interactions with peers

  By the annual IEP review date, during a 20-minute recess period, the student will initiate an interaction with a peer (such as greeting, inviting to play, commenting, showing or offering an item) using speech, sign, AAC, or gesture independently at least 3 times per 20-minute recess period, across 3 consecutive observed recess periods, as measured by frequency recording collected twice weekly.

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• PK, K-2, 3-5, 6-8Opportunities

  Respond to peers' greetings, questions, and invitations

  Responding to peer initiations

  By the annual IEP review date, when a peer greets them, asks a question, or invites them to play during unstructured times, the student will respond to the peer with a related word, sign, gesture, device message, or action (such as waving back, answering, joining the activity) independently in at least 4 of 5 opportunities, across 3 consecutive observed sessions, as measured by direct observation collected twice weekly.

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See all 55 peer interaction goals

• 3-5, 6-8, 9-12Opportunities

  Make a specific help request that names the problem

  Making specific help requests

  By the annual IEP review date, when they request help during independent or small-group work, the student will make a specific help request that names the step or part of the task they are stuck on and what they have tried independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.

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• 3-5, 6-8, 9-12Frequency

  Ask a peer for help or information during group work

  Asking peers for help or information

  By the annual IEP review date, during small-group or partner work in general education classes, the student will ask a peer a question about the task or materials (such as "What page are we on?" or "Can you show me how you did that?") independently at least 2 times per 20-minute group work session, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly during group work.

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See all 35 requesting help goals

• PK, K-2, 3-5Opportunities

  State a preference or decline an offer

  Stating preferences and declining

  By the annual IEP review date, when offered a choice of activities, materials, or foods during a structured routine, the student will state a preference or decline the offer using a respectful protest form (such as "no thank you," "I want something else," shaking the head, or a "stop/no" symbol) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during choice, snack, and play routines.

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• PK, K-2Opportunities

  Tell an adult about a physical need such as bathroom, hunger, or pain

  Communicating physical needs

  By the annual IEP review date, when they need the bathroom, are hungry or thirsty, are hurt, or are too hot or cold during the school day, the student will tell a familiar adult what they need by saying, signing, pointing to a symbol, or selecting it on their device (such as "potty," "drink," "hurt") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across snack, outdoor play, and bathroom routines.

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See all 50 self-advocacy goals

• PK, K-2Percent accuracy

  Name basic emotions in photos of people

  Naming basic emotions in others

  By the annual IEP review date, given 10 photos of children in everyday situations showing happy, sad, mad, or scared, and a choice board of 4 emotion symbols, the student will name or point to the emotion that fits the person in each photo independently with at least 80% accuracy on emotion photos, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.

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• PK, K-2Opportunities

  Notice when a classmate is sad or hurt

  Noticing a peer who is upset

  By the annual IEP review date, during free play, centers, or the playground, when a nearby peer cries, falls, or shows they are upset, the student will respond to the upset peer by going over, asking "Okay?", bringing a comfort item, or telling an adult independently in at least 3 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.

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See all 40 social awareness & perspective taking goals

• PK, K-2, 3-5Opportunities

  Use a fair-decision strategy when peers want the same thing

  Using fair-decision strategies

  By the annual IEP review date, when they and a peer both want the same item, turn, or role during play or centers, the student will suggest or agree to a fair-decision strategy (such as take turns, set a timer, rock-paper-scissors, share, or choose something else) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during play, centers, and games.

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• PK, K-2Opportunities

  Say my turn or get an adult when a peer takes their item

  Early conflict: responding when a peer takes an item

  By the annual IEP review date, when a peer takes an item they are using during centers or free play, the student will say, sign, or select "my turn" or "stop" to the peer, or go to an adult for help, instead of hitting, grabbing, or screaming independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during centers and free play.

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See all 40 conflict resolution goals

• PK, K-2, 3-5Opportunities

  Report their current emotion and intensity on a visual scale

  Identifying and reporting emotional state

  By the annual IEP review date, at scheduled check-ins during the school day using a visual emotion and intensity scale, the student will identify their current emotion and intensity level by pointing to, naming, signing, or selecting it on the visual scale independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily at 5 scheduled check-ins.

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• PK, K-2Opportunities

  Accept or turn down comfort from an adult

  Accepting or declining comfort

  By the annual IEP review date, when they are upset and a familiar adult offers comfort (such as sitting close, a hug, a favorite item, a quiet spot), the student will answer the comfort offer by moving toward it, nodding or shaking their head, saying or signing yes or no, or selecting yes or no on their device independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily by the classroom team.

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See all 70 emotional regulation 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.

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• PK, K-2Duration

  Play next to peers with similar materials

  Parallel play near peers

  By the annual IEP review date, during centers when peers are playing with the same type of materials (such as blocks, playdough, cars), the student will play within arm's reach of a peer using similar materials independently for at least 6 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during centers.

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See all 40 play & social participation goals