AAC & Augmentative Communication IEP goals for preschool (ages 3 to 5)
24 of the AAC & augmentative communication templates in the library are written for preschool (ages 3 to 5). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
24 templates · 1 skill · Pre-K · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
AAC & Augmentative Communication Speech & Language
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.
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.
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.
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.
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.
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.
Preschool AAC & augmentative communication goals are measured inside daily routines rather than with worksheets, and the criteria are small: a few opportunities a day, a handful of steps, short periods of time. Conditions name the routine (circle, centers, snack) so any adult in the room can take the data.
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 16 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 5 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
Frequently asked questions
What do AAC & augmentative communication goals look like for preschool?
They describe a readiness or developmental skill performed during a classroom routine, with a criterion in opportunities or steps. The support level is written in, since most preschool goals start with prompting and fade it.
How often should preschool goals be measured?
A few opportunities on most days, recorded on a trial or task-analysis sheet. Short, frequent samples match how young children show skills.
Does a preschool IEP need the same parts as a school-age IEP?
Yes. Measurable annual goals, present levels, and progress reporting are required at every age under 34 CFR 300.320. Preschool IEPs may also address participation in appropriate activities rather than the general curriculum.
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