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AAC & Augmentative Communication IEP goals

AAC (augmentative and alternative communication) goals are for students who communicate with pictures, a speech-generating device, sign, a communication board, eye gaze, or a partner who scans choices aloud. Good AAC goals name the communicative function (request, comment, refuse, ask, greet), the system and access method, and the setting, and they count every mode as communication. Measure what the student communicates and how independently, not whether speech is used. The SLP's AAC evaluation decides the system; the team makes sure it is modeled, charged, and within reach all day.

70 templates · How we write and review goals

Sample AAC & augmentative communication goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • PK, K-2, 3-5Opportunities

    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.

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  • PK, K-2, 3-5Opportunities

    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.

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  • PK, K-2, 3-5, 6-8Opportunities

    Request items and actions with a speech-generating device

    Requesting with a speech-generating device

    By the annual IEP review date, during snack, play, or a preferred activity with the device within reach and the needed symbols available, the student will request an item, action, or more of an activity by selecting the symbol or symbols on the device independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times weekly.

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  • PK, K-2, 3-5, 6-8, 9-12Percent accuracy

    Answer yes and no with a symbol, sign, or gesture

    Yes and no

    By the annual IEP review date, given 20 yes/no questions about preferences with the item shown (such as "Do you want the ball?" while holding the ball), the student will answer yes or no using their established response (symbol, sign, head movement, or eye gaze) so that the answer matches what they then accept or reject independently with at least 85% accuracy on yes/no responses matching the student's choice, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times weekly.

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  • PK, K-2, 3-5, 6-8Frequency

    Use core words such as go, more, stop, and help across activities

    Core words across activities

    By the annual IEP review date, during a 20-minute classroom activity with the core board or device within reach and adults modeling core words, the student will use a core word on their board or device for a communicative purpose (such as "go" to start, "stop" to end, "help" to get assistance) independently at least 10 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.

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  • K-2, 3-5, 6-8Frequency

    Combine two symbols into a message on the device

    Two-word combinations

    By the annual IEP review date, during a 20-minute play or classroom activity with the device present and adults modeling two-symbol messages, the student will produce a two-symbol message (such as a core word plus a noun or two core words) that fits the situation independently at least 6 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.

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  • K-2, 3-5, 6-8, 9-12Frequency

    Comment on an activity or book using the device

    Commenting

    By the annual IEP review date, during a shared book or video with the device open to a page containing comment words (such as like, don't like, funny, wow, look), the student will independently produce a comment (an observation, feeling, or opinion) on the device without being asked a question at least 5 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.

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  • PK, K-2, 3-5, 6-8, 9-12Opportunities

    Greet and respond to greetings with the device or sign

    Greetings and social routines

    By the annual IEP review date, when a familiar adult or peer greets them during arrival, transitions, or dismissal, the student will greet or return the greeting using the device, a sign, or a prerecorded message within 5 seconds independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival and dismissal.

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  • K-2, 3-5, 6-8Frequency

    Start an interaction with a peer using the device

    Initiating with peers

    By the annual IEP review date, during a 20-minute recess, center, or free-choice period with the device present and at least one trained peer partner, the student will initiate an interaction with a peer (such as a greeting, a request to play, a comment, or a question) using the device independently at least 4 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.

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  • K-2, 3-5, 6-8, 9-12Percent accuracy

    Find a word on the device by navigating to its folder

    Device navigation

    By the annual IEP review date, given 20 spoken words from the device's vocabulary that are two hits away from the home page (such as "Find 'apple'"), the student will navigate to the folder and select the word independently with at least 85% accuracy on words located on the device, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.

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  • 3-5, 6-8, 9-12Opportunities

    Repair a message when the word is missing or the listener did not understand

    Repair strategies on the device

    By the annual IEP review date, when a wanted word is not on the device during a structured activity set up with 5 missing words, the student will use To choose for the student: the taught repair strategy (such as describe it, give the category, spell the first letters, or select "it's not on my device") 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.

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  • PK, K-2, 3-5, 6-8, 9-12Percent accuracy

    Signal yes when a partner names the wanted choice during scanning

    Partner-assisted scanning

    By the annual IEP review date, given a set of 4 choices read aloud by the partner one at a time during snack, play, or a routine, the student will signal yes with their established response when the partner reaches the wanted choice, and stay still for the others independently with at least 85% accuracy on scanned choices matching the student's acceptance of the item, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times weekly.

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58 more AAC & augmentative communication templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What AAC & augmentative communication involves

  • Requesting items, actions, and help with pictures, a device, or sign, starting with a single exchange and growing to two-symbol messages
  • Using core words such as go, more, stop, and help across activities, then combining them
  • Communicating for reasons beyond requesting: commenting, greeting, asking questions, refusing, and sharing news
  • Operating the system: navigating folders, repairing when a word is missing, and keeping the device charged and present
  • Access methods for students who cannot point: eye gaze, switches, and partner-assisted scanning
  • Taking the system into the cafeteria, the classroom lesson, and the community

Baseline and measurement considerations

  • Define an opportunity as a moment the student clearly wants or needs something, and record independent, modeled, or physically prompted for each.
  • For commenting, questions, and core-word use, count spontaneous messages per fixed activity length; exact imitations of a model in the previous few seconds do not count.
  • Device message logs help counting but do not show who pressed the buttons or the context; pair them with observation.
  • Honor every request, refusal, and choice during data collection; a message that is overridden stops being used.
  • Record the access method, device layout, and amount of adult modeling, because changes in any of them change the data.
  • Log device availability separately; many low scores are days the device was in a backpack or uncharged.

Progress-monitoring methods used in these templates

  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.
  • Direct observation: An adult observes and records the defined behavior during a specified activity.
  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Duration recording: The length of time a behavior lasts is timed from a defined start to a defined end.
  • Timed probes: A fixed-length timing (for example, 1 or 2 minutes) used to calculate a per-minute rate.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.
  • Frequency & rate tracker: Counts a defined behavior during a fixed observation period. Calculates rate when time is recorded.
  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.
  • Duration tracker: Times how long a behavior lasts and compares it with the target duration.
  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.

Common mistakes when writing AAC & augmentative communication goals

  • Writing "will use the device" without saying what the student will communicate and for what purpose.
  • Requiring the student to speak or to use one mode when another mode gets the message across.
  • Counting only requests and never teaching comments, questions, or refusals.
  • Setting a goal before the student has a robust system with enough vocabulary, or changing the layout mid-year so earlier data no longer apply.
  • Expecting the student to use symbols adults never model.
  • Treating a refusal or a break request as noncompliance instead of communication.

Frequently asked questions

How do I write an IEP goal for a nonverbal student?

Start with what the student already communicates (reaching, pulling, vocalizing, protesting) and give those messages a form everyone can read, usually a symbol, device button, or sign. Write the goal around the function: requesting, refusing, commenting, or greeting, with a count of independent uses in a defined activity. Pair it with a plan for who models the system and when it is available.

What is a good AAC goal for a preschooler?

A picture exchange or single-symbol request goal during snack and play is a common first goal, measured as independent exchanges out of 10 opportunities. Core-word goals (more, go, all done) across activities work well once the student makes exchanges reliably. Keep the vocabulary about things the child wants to say.

Should the goal be about PECS, a device, or sign?

The SLP's AAC evaluation decides the system, and many students use more than one (sign at home, a device at school, a paper board as backup). Write the goal around the message, and name the system in the condition so the data make sense. Avoid naming a commercial program as the goal itself.

How often should I collect data on AAC goals?

Daily or several times a week for requesting and choice making, since opportunities happen every day and the data are quick to record. Weekly 20-minute observations work for commenting, questions, and peer initiations. Export or review device logs monthly as a secondary check.

Does using AAC stop a child from talking?

Research summarized by ASHA and others finds that AAC supports, rather than replaces, spoken language development; many students speak more once they have a reliable way to communicate. Goals should accept speech, sign, and device use equally, and never withhold the device to force speech.

What if the student has a device but it is always in the backpack?

Write a device-readiness goal (bring it, charge it, keep it within reach) and share the checklist with every adult, because access is usually an adult problem before it is a student skill. No communication goal can be measured on days the device is not present, so log availability.

References

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