Following Directions IEP goals
81 templates across 19 skills: following adult directions, following multi-step directions, receptive language, listening comprehension & auditory processing, sign language & visual communication, early communication, community access & travel, vocational & work readiness, sight word recognition, reading comprehension, requesting help, preschool & kindergarten readiness, auditory skills (Deaf & hard of hearing), impulse control & inhibition, science skills, functional academics, geometry & spatial reasoning, study & test-taking skills, daily living skills. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
81 templates · 19 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.
Following Adult Directions Behavior & Classroom Expectations
Follow a one-step direction the first time it is given
Following a first-time direction
By the annual IEP review date, when given a one-step direction by a familiar adult using the student's name and a 3-second pause, the student will independently begin the direction within 10 seconds without the direction being repeated in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily, first 10 directions in one routine, summarized weekly.
Start a direction within 10 seconds of being asked
Following a first-time direction
By the annual IEP review date, when given a routine direction during class ("take out your notebook," "line up," "put the tablet away"), the student will begin the direction (first visible step) independently within 10 seconds, on 8 of 10 consecutive recorded directions, as measured by latency recording collected daily, 3 to 5 directions, summarized weekly.
Following Multi-Step Directions Executive Function
Follow three-step oral directions in order
Following oral multi-step directions
By the annual IEP review date, when given a three-step oral direction by an adult during classroom routines, the student will complete all three steps of the direction in the order given without a repetition of the direction in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Complete each step of written assignment directions
Following written multi-step directions
By the annual IEP review date, when given an assignment with written directions containing three or four steps, the student will complete each step of the written directions in order independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Receptive Language Speech & Language
Follow directions that contain basic concepts
Directions with basic concepts
By the annual IEP review date, given 10 oral directions of up to three steps containing basic concepts (such as under, behind, between, first, last, same, different) using familiar objects, the student will follow each direction by carrying out every step correctly and in the stated order independently with at least 80% accuracy on directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Show spatial concepts such as in, on, under, and between
Spatial and positional concepts
By the annual IEP review date, given an object and a container or surface and asked to place the object using a position word (in, on, under, next to, behind, in front of, between) for 10 items, the student will place the object or themselves in the stated position independently with at least 85% accuracy on spatial concept items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Listening Comprehension & Auditory Processing Speech & Language
Follow a one- or two-step direction given once to the whole group
Group directions given once
By the annual IEP review date, given 10 one- or two-step directions spoken once to the whole class during routines (such as "Put your folder in the bin and sit on the rug"), the student will independently carry out the direction within 10 seconds without it being repeated individually with at least 80% accuracy on group directions, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.
Follow three- and four-step oral directions given once
Three- and four-step oral directions
By the annual IEP review date, given 10 three-step oral directions spoken once, using classroom materials, the student will carry out all steps of the direction in the order given independently with at least 80% accuracy on multi-step directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
See all 40 listening comprehension & auditory processing goals
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
Follow signed directions in daily routines
Following signed directions
By the annual IEP review date, during classroom routines, when a signing adult gives a one- or two-step direction in ASL, the student will carry out the signed direction independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during routines.
Early Communication Speech & Language
Follow a spoken one-step direction in routines
One-step directions in routines
By the annual IEP review date, during daily routines, when an adult gives a familiar one-step direction (such as "Get your cup", "Shoes on", "Put it in") without a gesture, the student will carry out the one-step direction within about 10 seconds independently in at least 8 of 10 opportunities, on 4 of 5 data collection days, as measured by opportunity-by-opportunity data collected daily during routines.
Community Access & Travel Transition & Postsecondary Skills
Follow directions from an information desk
Asking for information
By the annual IEP review date, at an information desk in a hospital, transit center, mall, or college campus, when the student needs a place, the student will ask for the place, repeat or note the directions, and reach it independently in at least 4 of 5 opportunities, across 3 consecutive community trips, as measured by opportunity-by-opportunity data collected on each community trip to a large building.
Vocational & Work Readiness Transition & Postsecondary Skills
Ask for clarification on unclear directions
Asking for clarification
By the annual IEP review date, when given a work direction that is missing information (a location, a quantity, or a tool) during a school-based job, the student will ask the supervisor a question that gets the missing information before starting independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one planned unclear direction per work period, summarized every five.
Carry out spoken directions from a supervisor
Following supervisor directions
By the annual IEP review date, during a work-based learning shift, when the supervisor gives a spoken direction with two or three parts, the student will repeat or note the direction and complete every part of it independently in at least 5 of 6 opportunities, across 3 consecutive shifts, as measured by direct observation collected at each shift.
All 19 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Behavior & Classroom Expectations
Executive Function
Speech & Language
Vision, Hearing & Assistive Technology
Functional & Independence Skills
Transition & Postsecondary Skills
Social-Emotional & Communication
Science, Social Studies & Digital Literacy
Following directions goals come from several skills: receptive language for understanding the words, multi-step directions for holding the steps in mind, and following adult directions for classroom routines. Good goals name the number of steps, whether the directions are spoken, signed, written, or shown with pictures, and whether a gesture or visual support is allowed. Most are measured as opportunities, such as 4 of 5 two-step directions followed, and some use latency to show how quickly the student starts. Start with the number of steps the student follows now and add one step at a time. Allow processing time before repeating a direction, and count a request for repetition as a good strategy, not an error.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 16 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 55 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 7 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 2 goals here
Frequently asked questions
How do I write an IEP goal for following directions?
Name the number of steps, the mode, and the setting. For example: given a spoken two-step classroom direction, the student will complete both steps in order within 30 seconds in 4 of 5 opportunities. Base the number of steps on the baseline.
Is following directions a language goal or a behavior goal?
It depends on why the student misses directions. If the words or steps are hard to understand or remember, it is a language or working memory goal. If the student understands but does not start, look at task initiation or the classroom routine.
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.