Conversation Skills IEP goals
28 templates across 11 skills: pragmatic language, functional communication, sign language & visual communication, peer interaction, AAC & augmentative communication, social studies skills, conflict resolution, impulse control & inhibition, hearing technology self-management, auditory skills (Deaf & hard of hearing), sustained attention & task engagement. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
28 templates · 11 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.
Pragmatic Language Speech & Language
Start a conversation with a peer about a shared interest
Starting a conversation
By the annual IEP review date, during a 15-minute lunch, free time, or club period with peers who share an interest, the student will start a conversation with a peer by making a comment or asking a question about something the peer is doing, holding, or known to like independently at least 2 times per 15-minute social period, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Ask a conversation partner questions about themselves
Asking partner-focused questions
By the annual IEP review date, during a 5-minute conversation with a peer or adult on a shared topic, the student will ask the partner at least two questions about their experiences, opinions, or interests during the conversation independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Functional Communication Social-Emotional & Communication
Maintain a conversation topic across several turns
Maintaining a conversational topic
By the annual IEP review date, during a structured conversation with a peer or adult in which the partner introduces a topic, the student will maintain the topic by making related comments or asking related questions across at least 3 consecutive turns independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly.
Start a conversation with a greeting and an opener
Starting a conversation
By the annual IEP review date, during unstructured time (lunch, before class, a club) with a familiar peer nearby, the student will start a conversation by greeting the peer and asking a question or making a comment the peer can respond to (such as "Hey, did you see the game?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during one social time plus structured practice.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
Take turns in a signed conversation
Signed turn-taking
By the annual IEP review date, during a signed conversation with a peer or adult about a shared activity, the student will wait for the partner's turn to end, then respond to what they signed independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Respond to peers in signed discussion
Following signed group discussion
By the annual IEP review date, during a small-group or class discussion in ASL about a shared text or topic, the student will follow the discussion and respond to a peer's point by agreeing, disagreeing, or adding to it in ASL independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
Peer Interaction Social-Emotional & Communication
Keep a back-and-forth conversation going with a peer
Keeping a conversation going with a peer
By the annual IEP review date, during a 5-minute structured conversation with a peer at a social skills group, the student will continue a back-and-forth conversation with the peer by answering, commenting, or asking related questions independently for at least 4 minutes, across 3 consecutive sessions, as measured by duration recording collected weekly.
Stay in a small-group conversation with classmates
Staying in a group conversation
By the annual IEP review date, during an informal conversation with 3 or more classmates before class, at lunch, or in a club, the student will remain in the group conversation, listening and adding a comment or question independently for at least 8 minutes, across 4 consecutive observations, as measured by duration recording collected weekly.
AAC & Augmentative Communication Speech & Language
Keep a device conversation going for three turns
Social: keeping a conversation going
By the annual IEP review date, when a peer or adult starts a conversation about a shared interest during lunch, homeroom, or a club, the student will take at least three turns on the topic using the device, with a comment, question, or related idea in each turn independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly.
Social Studies Skills Science, Social Studies & Digital Literacy
Share a source-backed point in a class discussion
Class discussion with sources
By the annual IEP review date, during a structured class discussion about a social studies question, after reading the assigned sources, the student will state a point about the question and name the source and detail that support it independently in at least 4 of 5 opportunities, across 5 consecutive discussions, as measured by direct observation collected at each structured discussion.
Conflict Resolution Social-Emotional & Communication
Participate in an adult-facilitated restorative conversation
Participating in a restorative conversation
By the annual IEP review date, during an adult-facilitated restorative conversation after a conflict with a peer, the student will participate in the restorative conversation with the peer with only the facilitator's opening question, performing at least 5 of 6 steps independently, across 3 consecutive conversations, as measured by a task-analysis checklist collected after each restorative conversation and during monthly practice sessions.
Impulse Control & Inhibition Executive Function
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.
Jot and wait instead of talking over others
Waiting for a turn to speak in discussion
By the annual IEP review date, during a 30-minute seminar or class discussion, the student will reduce talking over others (starting to speak while another person is still speaking, as defined in their plan) to no more than 2 times per 30-minute discussion, using a jot-and-wait note card, on 4 of 5 consecutive discussions, as measured by frequency recording collected twice weekly.
All 11 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Speech & Language
Social-Emotional & Communication
Vision, Hearing & Assistive Technology
Executive Function
Science, Social Studies & Digital Literacy
Conversation skills goals come from pragmatic language, peer interaction, and social awareness. They cover starting a conversation, staying on a topic, asking follow-up questions, taking turns, repairing when a listener is confused, and ending a conversation. Good goals name the skill, the partner (a peer or an unfamiliar adult), and the mode, which may be speech, sign, or AAC. Most are measured as opportunities or frequency during a set activity, and multi-part conversations can be scored with a rubric. Respect different conversation styles: deep interest in a topic and a direct way of speaking are strengths, and goals should focus on the exchange working for both partners, not on eye contact or matching others.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 21 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 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How do I write a conversation skills goal?
Pick one part of conversation and count it. For example: during lunch with peers, the student will ask a follow-up question about a peer's topic at least 2 times per 15-minute period on 4 of 5 observed days.
Can students practice conversation with AAC?
Yes. Conversation goals work for any mode, and AAC users can start topics, comment, and ask questions. Plan for wait time so the student has time to compose a message.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.