This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.
This resource aims to inspire the development of IEP goals that address executive functioning needs, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.
We’re all busy – and we’re demanding more from our children and teens than ever before. It’s no wonder that some kids struggle with task initiation as a basic executive functioning skill.
Task initiation can be a difficult skill to master, especially for kids who struggle with ADHD or executive function disorders. Here are a few tips for writing IEP goals to help your child get started on tasks more easily.
What is Task Initiation?
Task initiation refers to the ability of a child (or adult) to initiate and start a task independently – in other words, without being prodded or nagged.
It can encompass a wide variety of skills, including responding to instructions, generating ideas, and solving problems.
As a core executive functioning skill, it’s one that is problematic for the vast majority of kids with autism spectrum disorder and other unique learning backgrounds. You might suspect that your child is struggling with task initiation if he or she:
- Needs multiple reminders to start and complete a task
- Puts off chores and homework until it’s the absolute last minute
- Needs help often, even for basic tasks
- Engages in challenging behavior as a method of escaping tasks that need to be done
When a child struggles with task initiation, it’s common for him to become accustomed to adults jumping in to help. While this works well in the short-term, in the long term it is problematic because he can’t start and finish a task on his own.
Sample IEP Goals for Task Initiation
Teaching task initiation is essential if you want to create a self-sufficient teen and adult. It needs to be taught directly and through positive reinforcements. It should be one of the first executive functioning skills to focus on because it goes hand-in-hand with other skills, like planning, emotional regulation, organization, and time management.
Without mastering task initiation skills, it will be challenging – if not impossible – to teach other skills.
Adaptive Goals
- By the end of the IEP period, when given instructions to start a familiar task along with appropriate visual supports, the student will begin the task within 15 minutes, 90% of the time, according to teacher observation.
- By the end of the IEP period, when given up to five different tasks, the student will identify the proper order to complete the tasks and begin each one within two minutes of completing the last, 80% of the time, according to teacher observation.
Social Goals
- By the end of the school year, when given appropriate visual support or adult prompting, the student will begin a non-preferred task within 60 seconds without demonstrating challenging behavior, 100% of the time, according to teacher observation.
- By the end of the IEP period, when given appropriate adult prompting, the student will leave a desired activity to complete a non-preferred task within one minute without demonstrating challenging behavior or refusal, 100% of the time, according to teacher observation.
- By the end of the school year, when the student has difficulty initiating a task, he will identify the problem and find the right resource for obtaining help without engaging in challenging behavior, 100% of the time, according to teacher observation.
Reading Goals
- By the end of the school year, when given a reading assignment, the student will evaluate whether it is difficult and ask for help or other resources if necessary 100% of the time, according to teacher observation.
- By the end of the IEP period, when given a reading assignment, the student will use a weekly calendar to write upcoming due dates with 90% accuracy as evidenced by weekly teacher checks.
Math Goals
- By the end of the school year, when solving math word problems, the student will respond to a countdown timer to begin the task, 90% of the time, according to teacher observation.
- By the end of the IEP period, when solving math word problems, the students will independently identify the starting point for an unfamiliar problem 90% of the time, according to teacher observation.
- By the end of the school year, the child will know when to ask for help and when to keep trying to solve a problem independently, 90% of the time, according to teacher and student observation.
Writing Goals
- By the end of the school year, when given a written assignment, the student will identify and gather the material necessary to complete the task 100% of the time, according to teacher observation.
- By the end of the IEP period, when given a complex writing task or project, the student will organize the task on paper, including the materials and steps needed to accomplish the task, and complete it within a reasonable time frame 100% of the time, according to teacher observation.
Tips on Setting Goals for Task Initiation
Here are a few simple tips to follow as you set goals for task initiation.
Focus on Task Analysis
One of the most effective ways to set and achieve goals related to task initiation is to conduct task analysis. This is simply the act of breaking a larger skill down into multiple subtasks. You’ll teach these subtasks as individual goals instead of trying to accomplish one massive, goliath goal. This can be overwhelming.
Task analysis can also help build autonomy and self-esteem. As your child accomplishes each goal, he’ll be progressing toward the larger goal and improving his confidence in himself along the way.
An example is in using a Topic Selector worksheet like what you’ll find in the Real Life Executive Functioning Workbook (coupon code LSA20 for 20% off at checkout) to plan out key ideas for an assignment or project. This can help break a project down into smaller steps so that it gets started (and gets done) on time.
Start With Preferred Activities
When you’re setting goals for task initiation, try to start with activities that the child enjoys doing first. If a child has a long history of not responding well to adult instructions, it can cause behavioral habits that are hard to break – and challenging to deal with.
Beginning with preferred activities will associate the process of task initiation with fun – and help a child stay motivated to continue making progress in the future.
Provide Positive Reinforcement
Task initiation is an executive functioning skill that’s often closely connected to challenging behaviors. Because of this, providing positive reinforcement is essential to help give your child the boost he needs to work hard.
Of course, you also need to teach your child his own strategies for staying motivated, too. The Pep Talk worksheet found in the Real Life Executive Functioning Workbook can help.
Use Visuals
You’ll notice that some of the sample IEP goals we told you about above mention the use of visual supports. Visual supports are technically adult assistance – so you might be wondering why you’re still providing assistance if the goal is to initiate tasks independently.
However, using visual supports like checklists, calendars, flashcards (the Real Life Executive Functioning Workbook has some helpful templates!) and apps can help a child become better at initiating tasks because they include their own built-in prompts.
Although these might be considered crutches to help a student meet his goals, they are nevertheless crutches that can be used forever – you won’t have to “wean” the child off them. After All, there’s a good chance that you use a calendar as a highly functioning adult, right?
Set Time Related Goals
A pitfall that many teachers and parents run into when setting IEP goals related to task initiation is that they make them all about the task – and don’t pay any mind to the time involved. The goal here needs to be not only starting tasks independently but also doing so (and completing those tasks) within a reasonable time frame.
Use warnings to move between tasks and get your child into the habit of transitioning between tasks on his own. The Countdown Exercise in the Real Life Executive Functioning Workbook can help them do that.
How to Address Each Goal
Setting goals for learners of all abilities can be a challenge – but the more specific and measurable, the better.
Write down as many ideas about what your child needs to accomplish.
The Executive Functioning Assessment can help give you a baseline of where your child is struggling – and what can be done to improve. It will give you clear strategies that you can use to come up with a solution to help your child succeed. You’ll be able to address each goal separately in a clear, concise, and actionable plan.
It’s not just for teachers but can instead be used by parents, administrators, paraprofessionals, or even the student himself! It’s easy to integrate into your current IEP writing process and is loaded with activities that you can add seamlessly into your daily routine.
The Next “Task” to Initiate
The takeaway is this- when writing IEP goals for task initiation, be sure to consider all of the factors that might impact your student’s ability to get started on a task. Consider taking the Executive Functioning Assessment with your child and be sure to download the Real Life Executive Functioning Workbook as your first steps toward writing meaningful IEP goals for task initiation.
These tips will help you create meaningful and achievable goals that can make a real difference in your child’s academic success.
Looking For More Executive Functioning IEP Goal Ideas?
Visit our EF IEP Goal Resource Hub or check out our other skill-specific IEP goal articles:
- 8 Impulse Control IEP Goals
- 8 Attentional Control IEP Goals
- 8 Self-Monitoring IEP Goals
- 10 Problem Solving IEP Goals
- 10 Working Memory IEP Goals
- 9 Emotional Control IEP Goals
- 7 Cognitive Flexibility IEP Goals
- 10 Organization IEP Goals
- 12 Task Initiation IEP Goals
- 10 Time Management IEP Goals
- 15 Planning IEP Goals