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 the needs of students, 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.
No two kids with ADHD are exactly alike, so why should their IEP goals be? Writing effective IEP goals for students with ADHD isn’t just about focusing on the diagnosis.
ADHD—attention deficit hyperactivity disorder—might be the label, but every child’s experience of it is unique. Some students may need support with impulse management, while others benefit from strategies to enhance focus or organizational skills.
There are three main types of ADHD. First, there’s inattentive ADHD, where kids might seem easily distracted or struggle to follow through on projects. These students may benefit from visual reminders or prompts to support task completion and sustained attention during lessons.
The reality is this: ADHD impacts over 7 million kids in the U.S., more than 11% of children nationwide. These kids aren’t defined by their challenges, though. Many also showcase creativity, enthusiasm, and incredible problem-solving skills. These positive traits are as important to recognize as their struggles.
Your role? Look beyond the diagnosis, understand the unique needs of each student, and create goals that are as dynamic and individualized as they are.
In this guide, we’ll walk you through the best tips for writing IEP goals for ADHD students, as well as some examples you can use as you figure out the best approach. By the end, you’ll be able to call yourself an old pro. So let’s get started!
Click here to jump down to the IEP goals.
What is ADHD?
ADHD is a neurodevelopmental condition that predominantly affects focus, impulse control, and self-regulation. The keyword here is neurodevelopmental; it’s rooted in how the brain grows and processes information.
While ADHD is often talked about in the classroom, many people still misunderstand the wide range of ways it can show up in daily life.
There are three main types of ADHD. First, there’s inattentive ADHD, where kids might seem easily distracted or struggle to follow through on projects. These are the students losing their homework page before handing it in or zoning out mid-lesson.
Then there’s hyperactive-impulsive ADHD, where staying still or holding back their thoughts and actions feels like an uphill battle. These students often benefit from movement opportunities or interactive lessons to help channel their energy positively.
Finally, we have combined ADHD, which blends symptoms of inattention and hyperactivity/impulsivity into a unique cocktail for each student.
ADHD can significantly impact academic performance, but it also influences social interactions, emotional regulation, and even how these kids see themselves.
Some might get labeled as “lazy” or “unmotivated,” but the real issue often lies in skills they simply haven’t had the chance to develop yet. That’s why thoughtful IEP goals play a critical role in giving students the right tools to succeed—not just in school but beyond.
Executive functioning skills like planning, decision-making, and impulse control develop differently in ADHD, affecting how students manage tasks. This is why interventions that focus on these areas can make a dramatic difference.
What Are Examples of ADHD and IEP Goals?
Imagine a student who would benefit from additional support to track assignments and due dates. This is where organization and time management goals come into play. An example could be a student using a planner to write down homework and deadlines daily, with regular check-ins to establish the habit.
Focus and attention, however, might require a slightly different angle. Think about a student who zones out mid-lesson. IEP goals for ADHD in this area might involve completing specific activity checklists within a set amount of time to keep them engaged and on task while fostering accountability.
For those who wrestle with impulse control and self-regulation, goals could include implementing strategies like stopping to count to five before calling out in class. Adding visual cues or a token reward system might help reinforce this habit and help your student meet specific IEP goals for ADHD impulsivity.
Similarly, IEP behavior goals for ADHD students with social skill needs can be addressed by setting goals like improving peer interaction. A simple milestone might involve initiating positive communication (e.g., greetings or teamwork contributions) twice per day during group activities.
And don’t forget academic skills. For someone struggling with functional reading or writing, an ADHD IEP goal might involve identifying a set number of new sight words each week or writing short, structured sentences using specific prompts.
Why is Setting Goals for Students With ADHD Important?
Some people might assume that the relationship between ADHD and IEP goals is purely a procedural one. Set a few goals to stay in compliance and tick off the boxes, door closed.
However, goal-setting goes beyond that. When you write strong, meaningful, and personalized goals for your students with ADHD, you’re effectively supporting your students in developing the skills they need to succeed on their own terms.
Goals are the compass that guide students toward success. For students with ADHD, who may feel like their struggles set them apart, meaningful goals can provide direction and a sense of achievement. It’s about meeting them where they are while laying a path for growth.
When a student learns to manage organization and time better, for example, they spend less time feeling overwhelmed and more time actually participating in learning. Similarly, improving focus doesn’t just help them academically; it reshapes how they see themselves in a classroom setting, shifting from “I can’t focus” to “I know what’s expected, and I can do it.”
Impulse control goals can help reduce disruptive behaviors, allowing students to build stronger relationships with peers and teachers. At the same time, social and communication goals foster confidence in situations they may have avoided before. Imagine the difference it makes for a student who once avoided group projects to now actively contribute and even enjoy them.
All in all, it’s these incremental accomplishments that shape long-term academic and personal success. By fostering skills, whether it’s reigning in impulsivity or mastering functional reading and math skills, you’re not only helping students perform in school but also preparing them for the bigger tasks life throws their way.
40 ADHD IEP Goals
Organization and Time Management
- By the end of the IEP period, when given a multi-step assignment, [Student Name] will break it into smaller tasks and complete each task with 80% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided a visual or written schedule, [Student Name] will follow the daily routine independently with 80% accuracy in 8 out of 10 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given a task list, [Student Name] will prioritize tasks in order of importance with 75% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when transitioning between tasks and provided a timer, [Student Name] will begin the next activity on schedule with 70% independence in 4 out of 5 transitions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when instructed, [Student Name] will organize workspace or materials (desk, binder, backpack) with 90% accuracy in 5 out of 6 sessions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when using a planner, [Student Name] will record upcoming assignments, tests, and events with 80% accuracy in 5 out of 6 sessions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given short-term deadlines, [Student Name] will meet them on time in 85% of opportunities (4 out of 5) in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided reminders or prompts, [Student Name] will begin tasks within two minutes with 90% accuracy in 6 out of 7 trials in classroom settings as measured by teacher data collection.
Need even more support? Browse these organization goals and time-management goals.
Focus and Attention
- By the end of the IEP period, when reading a short passage, [Student Name] will identify three key details with 80% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given verbal instructions, [Student Name] will repeat them and follow the directions with 85% accuracy in 3 out of 4 opportunities in classroom settings as measured by teacher data collection.
- By the end of the IEP period, during independent work, [Student Name] will remain on task for ten uninterrupted minutes with 80% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when prompted after distraction, [Student Name] will refocus within two minutes in 3 out of 4 opportunities in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when using a visual behavior chart, [Student Name] will sustain focus for 15 minutes with 90% accuracy in 5 out of 7 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when taking notes during a lesson, [Student Name] will complete the notes with 75% accuracy in 4 out of 5 days in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given a checklist, [Student Name] will complete a short-term task plan within 20 minutes with 85% accuracy in 5 out of 6 tasks in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when using mindfulness or self-regulation strategies, [Student Name] will successfully refocus within five minutes in 3 out of 4 trials in classroom settings as measured by teacher data collection.
Explore more executive-functioning goals and these attentional-control goals and strategies.
Impulse Control and Self-Regulation
- By the end of the IEP period, when feeling overwhelmed, [Student Name] will request a break or use a calming strategy with 80% accuracy in 3 out of 4 opportunities in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when frustrated during classwork, [Student Name] will remain calm and request help appropriately with 85% accuracy in 4 out of 5 instances in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when a peer initiates conversation, [Student Name] will respond politely without interrupting in 4 out of 5 opportunities with 80% accuracy in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided cue cards, [Student Name] will identify and describe personal emotions with 75% accuracy in 3 out of 4 trials in counseling sessions as measured by teacher data collection.
- By the end of the IEP period, when following classroom rules, [Student Name] will wait their turn to speak during group lessons with 85% accuracy in 4 out of 5 observations as measured by teacher data collection.
- By the end of the IEP period, when given behavior reminders, [Student Name] will reduce unnecessary movement or talking with 80% success in 5 out of 6 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when prompted, [Student Name] will self-monitor impulsive behaviors and record triggers with 75% consistency in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when using a behavior tracking sheet, [Student Name] will demonstrate appropriate self-regulation during discussions with 90% accuracy in 4 out of 5 observations in classroom settings as measured by teacher data collection.
See also these self-monitoring goals and impulse-control goals.
Social Skills and Peer Interactions
- By the end of the IEP period, when initiating conversations, [Student Name] will use appropriate greetings or questions with 85% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when participating in group activities, [Student Name] will contribute relevant ideas while respecting peers’ turns with 90% accuracy in 5 out of 6 sessions as measured by teacher data collection.
- By the end of the IEP period, when given direct instruction, [Student Name] will use “I” statements to express feelings or opinions with 80% accuracy in 4 out of 5 situations as measured by teacher data collection.
- By the end of the IEP period, when collaborating with peers, [Student Name] will compromise or negotiate with 80% accuracy in 3 out of 4 opportunities as measured by teacher data collection.
- By the end of the IEP period, when reviewing social scenarios, [Student Name] will identify appropriate and inappropriate behaviors with 90% accuracy in 5 out of 6 trials as measured by teacher data collection.
- By the end of the IEP period, when role-playing strategies, [Student Name] will use polite language to resolve conflicts with 85% accuracy in 4 out of 5 activities as measured by teacher data collection.
- By the end of the IEP period, when receiving corrective feedback, [Student Name] will respond calmly and adjust behavior with 80% accuracy in 6 out of 8 instances as measured by teacher data collection.
- By the end of the IEP period, when engaging in peer discussions, [Student Name] will maintain eye contact and stay on topic with 85% accuracy in 3 out of 4 opportunities as measured by teacher data collection.
Browse 79 more social-skills goals.
Academic Skills (Functional Reading and Writing)
- By the end of the IEP period, when given a short paragraph, [Student Name] will identify the main idea with 85% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when reading multi-step directions, [Student Name] will follow all steps with 90% accuracy in 3 out of 4 scenarios in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when reading nonfiction text, [Student Name] will highlight and explain three key details with 80% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given a graphic organizer, [Student Name] will complete a writing task with 85% accuracy in 3 out of 4 attempts in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when using a writing checklist, [Student Name] will edit punctuation and spelling errors with 80% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided a written passage, [Student Name] will read aloud fluently with correct pronunciation and pacing in 85% of trials across five sessions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when answering comprehension questions, [Student Name] will answer inferential questions with 75% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when completing a written assignment, [Student Name] will organize thoughts into clear sentences and paragraphs with 80% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
Be sure to check out these reading fluency IEP goals while you’re at it, too.
How Do You Write IEP Goals for ADHD?
Writing ADHD IEP goals can seem tricky, but it doesn’t have to be. It all comes down to one thing: personalization. You need to make sure the goals you write are tailored to your student’s unique goals and needs.
That said, there is a simple formula you can use to make sure your goals are straightforward and measurable, and that they contain every element necessary to have a massive impact.
Here’s the winning recipe for success:
When given [instruction or task, etc.], the student will [demonstrate skill or behavior, etc.] with __% accuracy in __ out of __ trials [within a given time period].
For example:
This structured approach clearly defines what is expected, how success will be measured, and the timeframe for achieving the goal. Why is it so effective? It makes sure the goals are:
- Specific – Focused on one skill or area of need.
- Measurable – Clearly quantifies progress to track.
- Achievable – Realistic for the student’s abilities.
- Relevant – Targets an area that directly impacts the child’s success.
- Time-bound – Guarantees accountability within a set period.
15 Evidence-Based Tips for Teaching Students With ADHD
Writing effective ADHD IEP goals is only half the battle. You also have to make sure you’re going the extra mile to meet those goals. Here are some evidence-based tips to help you do just that:
1. Encourage Positive Behaviors
What works better than focusing on mistakes or mess-ups? Rewarding positive ones! A simple reward system—whether it’s stickers, points, or extra privileges—can motivate students with ADHD to stay focused and follow classroom rules.
For example, if a student successfully completes a task without distraction, rewarding them immediately reinforces the behavior. This system not only encourages good habits but also boosts self-esteem, creating a more positive learning experience.
When you highlight what a student is doing well, they’re more likely to repeat that action. Consistency is key here—don’t just reward once; make it part of your routine!
2. Use Technology
Technology is not the enemy—it’s an ally, especially for students with ADHD. Apps and tools like timers, task organizers, or interactive whiteboards can make lessons more engaging and help kids stay on track.
Consider incorporating educational games or interactive assignments into your teaching plan. Programs like ClassDojo or Google Classroom offer visual progress trackers that can keep your students feeling engaged and motivated.
3. Provide Extra Time on Tests and Tasks
A ticking clock can be a nightmare for anyone, but it’s particularly terrifying for students with ADHD. Providing extra time reduces their stress and allows them to focus on completing work at their own pace.
This accommodation is often life-changing for students. It shows that you understand their challenges and want them to succeed. Whether it’s five more minutes on a quiz or flexibility with a homework deadline, a little extra time can make a big difference.
4. Incorporate Regular Movement Breaks
Sitting still is not every student’s strong suit—especially those with ADHD. Introducing short, regular movement breaks into your class can do wonders for their focus and energy.
Try “brain breaks” like jumping jacks, walking laps around the classroom, or a quick stretch. These breaks shouldn’t disrupt the learning flow but rather reset their concentration levels. And this is something you can implement for the entire class, even those without ADHD. After all, a physically active classroom is often a more attentive one!
5. Provide Additional Resources and Instruction on Organization
Students with ADHD often struggle with organizing their materials and assignments. Give them a leg up by providing them with resources like color-coded folders, visual schedules, or checklists to stay on top of their work.
Model organizational skills by showing them how to prioritize tasks or structure their day. Better yet, create a classroom culture where being organized is celebrated! Students will feel more capable of managing their workload—and that sense of accomplishment can be highly motivating.
6. Create a Daily Report Card
Imagine having a structured system that not only tracks progress but also involves parents in the learning process. Enter: a daily report card system.
Creating this kind of system will help you collaborate with parents and students to create specific, measurable behavioral goals. Whether it’s “completes tasks within the allotted time” or “raises a hand before speaking,” using a DRC provides you with some much-needed consistency in expectations between school and home. Studies have shown DRCs to be particularly effective in reinforcing positive behaviors, too.
7. Change the Environment as Needed to Limit Distractions
Look around your classroom. Could anything be pulling your student’s attention away from the task at hand? Seat students with ADHD near low-distraction areas—think front rows, away from windows or doorways.
You can also reduce visual clutter or use dividers for desk spaces. A thoughtfully arranged environment can help a distracted mind focus better.
8. Prepare for Transitions
Shifting from one task to another can be overwhelming for students with ADHD. Minimize chaos by preparing your class for transitions. Provide clear verbal or visual cues ahead of time, such as “We will switch to math in five minutes.”
Use timers or even musical cues to signal the change—it brings structure to potential chaos.
9. Make Assignments Clear and Check for Understanding
You might think your instructions are crystal clear, but for students with ADHD, it can sometimes sound like white noise. Keep assignments straightforward and concise.
After explaining a task, ask the student to repeat your instructions back to you. That way, you can weed out any potential misunderstandings early on and reduce the number of, “I don’t know what I’m supposed to be doing,” comments that inevitably will come your way.
10. Tailor Instruction and Assignments to Attention Span
Students with ADHD often engage better with concise explanations and shorter assignments. Skip the monologues. Instead, break your instruction down into bite-sized pieces.
For instance, prioritize one concept at a time instead of tackling a whole chapter in one go. Short, clear instructions help students stay focused and complete tasks successfully.
11. Give Choices
Offering students choices supports engagement and helps maintain their interest. Choices as simple as “Do you want to start with reading or math?” provide a sense of control.
This strategy never fails to engage students with ADHD. When they’re given the freedom to choose, most students will tend to feel more committed to the task.
12. Teach Self-Management
Students with ADHD can greatly benefit from mastering self-management techniques like monitoring their own behavior or progress.
Introduce tools, like checklists or goal-setting forms, that allow them to track their accomplishments.Teach them to ask themselves, “Did I complete this task?” or “Did I behave appropriately in class?” This fosters independence and accountability all at the same time.
13. Provide Direct Social Skills Training
Helping students develop social skills is just as crucial as academic education. These lessons could include practicing active listening or taking turns during group discussions.
Role-playing activities or peer mentoring can be excellent tools to teach appropriate interactions. Over time, strengthening these skills positively impacts their classroom behavior and relationships.
14. Ask the Student What Works Best for Them
Sometimes, it’s as simple as saying, “What helps you focus?”
Having an open conversation builds trust and makes sure your students feel supported. It also opens the door to personalization. You might discover that a fidget toy helps one student thrive, while listening to calming music with headphones is better for another.
15. Partner With Parents
The home-school connection plays a major role in supporting students with ADHD. Team up. Work with parents to create consistent expectations and share insights.
Open communication—like weekly progress updates or emails about significant developments—builds a strong support system around the student. When teachers and parents work together, your students will win.
Data Tracking Methods for ADHD IEP Goals
Tracking progress is crucial to any IEP, but how can you gather data accurately and meaningfully? The trick lies in simplifying your tracking methods without losing the detail.
Think about using a mix of observation logs and interval recording. For example, jot down how often a student is on-task in defined 15-minute chunks. Tools like tally charts or mobile apps can make this process efficient. Progress monitoring forms are also great for tracking skill acquisition, such as a student’s ability to complete multi-step instructions independently.
Another valuable method is using behavior-rating scales. These allow you, and possibly the student themselves, to rate focus levels daily. But don’t underestimate the power of good-old student work samples, either. They can offer a lot of context about task completion and accuracy over time.
The key to successful data collection is staying consistent with your methods. When you use the same strategies over time, it’s easier to identify patterns that can help guide instructional decisions or adjust goals as needed.
Measuring Progress for ADHD IEP Goals
Once you’ve collected the data, what do you do with it? Progress measurement is often seen as just checking off boxes for reporting, but it’s more about interpreting trends and using your findings to inform future decisions. You’ll often find spikes and dips in performance, and that’s okay! The goal is to monitor overall improvement, not perfection.
Start by reviewing the collected data weekly or bi-weekly. Look for trends across different environments and settings. For instance, is the student more focused during math but struggles during science? Keep an open mind and connect these patterns with the accommodations or teaching strategies you’re using.
Quantitative methods, like counting the percentage of times a student completes a task during structured activities, are helpful. At the same time, qualitative observations, like narrative notes about the student’s behavior or emotional response, can be just as important.
Be sure to keep any and all stakeholders in the loop. Regularly share updates with parents and other team members to create a clear picture of the child’s progress. This collaboration helps make sure that everyone is on the same page long before the annual IEP review meetings roll around.
Final Thoughts
IEPs for ADHD students require more than thoughtful goal-setting; they demand rigorous, yet flexible, tracking and assessment. These students can easily shine with the right support systems in place, and that process begins with understanding their unique needs and progress markers.
Don’t forget—every adjustment or improvement in your methods can lead to better outcomes. Progress might be slow, but it’s meaningful. And small wins for these students often add up to huge achievements.
FAQ
What to put in an IEP for ADHD?
An IEP for ADHD should include specific, measurable goals tailored to the student’s challenges. Focus on areas like attention, organization, task completion, and social skills. Add accommodations such as extended time for assignments or instructional breaks to support success.
What is an example of an IEP goal for attention?
The goal should be specific and include measurable benchmarks. For example: “By the end of the semester, [Student Name] will remain on task for 10 minutes during independent reading activities in 4 out of 5 trials, as measured by teacher observation logs.”
What are some accommodations for students with ADHD?
Common accommodations include seating in a low-distraction area, visual timers for tasks, frequent movement breaks, and simplified instructions. You might also provide access to organizational tools, like checklists or planners, to help the student stay on track.
What is a smart goal for ADHD?
A SMART goal is specific, measurable, attainable, realistic, and time-bound. For example, “Within three months, [Student Name] will independently use a checklist to complete morning routines with 75% accuracy in 3 out of 4 school days.” Your IEP goals should be crafted to balance encouragement and personalization with achievability.
Further Reading
- Centers for Disease Control: Data and Statistics on ADHD | Attention-Deficit / Hyperactivity Disorder (ADHD)
- Schmidt, Jennifer: The Neuroscience Of ADHD Self-Discipline: Why ADHD Makes It Hard And How To Make It Easier
- Pierce, Rebekah: Social Isolation And ADHD – How To Reconnect With Others For More Meaningful Relationships
- Pierce, Rebekah: 14 Tips For Overcoming Interrupting With ADHD
- Pierce, Rebekah: The Connection Between ADHD & Fidgeting
- Pierce, Rebekah: How To Deal With Task Switching When You Have ADHD
- Schmidt, Jennifer: Is My Teen Lazy? Strategies To Differentiate Between Laziness And Learning Differences
- Sippl, Amy: Attentional Control: Long-Term Strategies & Supports for Diverse Learners
- Centers for Disease Control: ADHD in the Classroom: Helping Children Succeed in School | Attention-Deficit / Hyperactivity Disorder (ADHD
- Eiraldi, Ricardo et al: Strategies for Implementing Evidence-Based Psychosocial Interventions for Children with Attention-Deficit/Hyperactivity Disorder
- Pfiffner, L.J. et al: A Randomized Controlled Trial of a School-Implemented School-Home Intervention for ADHD Symptoms and Impairment