100 IEP Goals for Autism

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.

Whether you’re designing IEP goals for non-verbal students, targeting social skills, or working with high-functioning students on the autism spectrum, crafting measurable, actionable objectives can significantly impact a student’s academic, social, and emotional growth.

Let’s unravel what you need to know about writing the most effective IEP goals for autistic students.

Getting language right can be tough! Here at Life Skills Advocate, we’re committed to doing the best we can to use language that works for the community. Our articles are written using language that’s demonstrated to be the most widely accepted at the time of a given article’s publication, but we also understand that norms and preferences change with time and try to update our wording to align with those changes.

Click here to jump down to the IEP goals.

What is Autism?

Autism Spectrum Disorder (ASD) is a developmental condition that affects communication, behavior, and interactions with others. It’s called a “spectrum” because autistic individuals can experience a wide range of both challenges and abilities.

While some students only need minimal assistance, others may require significant support in daily activities. According to the CDC, about 1 in 36 children in the United States is diagnosed with autism, making it one of the fastest-growing developmental disorders in the country.

As a teacher, it should be a top priority to understand how to craft effective IEP goals for autistic students, something that can help them succeed in your classroom and beyond.

That’s because ASD can manifest differently in each student. For instance, non-verbal students might struggle with expressive communication, while high-functioning students might find social interactions or executive functioning skills challenging despite excelling academically.

This variability is why tailored IEPs are so important—they allow you and the rest of the student’s care team to more effectively address the unique needs of each student.

An effective IEP starts with understanding the domains that autism impacts and which domains require the most attention in the student, such as:

• Communication: Ability to express needs, wants, and ideas.
• Social Skills: Building relationships, understanding social cues, and engaging in group settings.
• Behavior: Managing repetitive behaviors, sensory sensitivities, and other challenges.
• Academics: Addressing difficulties with focus, comprehension, executive function, and other learning needs.

Take some time to evaluate which areas your student needs the most assistance, or which areas might be most beneficial to improve for their personal or academic growth. Once you have a better idea of where the needs (and strengths) are, you can start the process of writing more effective goals.

What Are Examples of IEP Goals for Autism Spectrum Disorder?

To reiterate, IEP goals for autism are just as diverse and varied as the students themselves. When you’re writing these goals, you need to make sure you’re targeting specific areas where a student needs improvement while also leveraging their strengths.

There are a few different types of areas to consider as you write, and we’ll give you examples of each of these below to help you lay the groundwork for a successful IEP. But before we do, let’s talk about some different “categories” you may want to focus on as you begin crafting your goals:

General IEP Goals for Autistic Students

General goals often address foundational skills that help students build the confidence and capacity to succeed. These goals can be applied across a variety of settings, from the classroom to real-world scenarios.

These might include communication goals (“Student will independently use an augmentative and alternative communication (AAC) device to request basic needs during class 4 out of 5 times per day”), behavioral goals (“Student will demonstrate appropriate self-regulation strategies (e.g., deep breathing, taking a break) when experiencing frustration or sensory overload 80% of the time”), or even self-advocacy goals (“Student will ask for help or clarification when they do not understand a task with 90% accuracy during observation”).

Essentially, these goals emphasize basic skills that scaffold learning and behavior management, preparing students to meet future challenges.

IEP Goals for Non-Verbal Autistic Students

Non-verbal students often rely on alternative methods of communication. The IEP goals here aim to build their ability to communicate effectively and interact socially.

Some examples:

• Augmentative Communication: “Student will use picture exchange cards to independently communicate needs, such as asking for water or the restroom, in 3 out of 4 attempts.”
• Gesture Recognition: “Student will respond to non-verbal cues (e.g., pointing, nodding) given by the teacher during a task 80% of the time.”
• Expressive Language Development: “Student will use a variety of gestures, facial expressions, and/or sounds to express their feelings or needs 5 times during a 30-minute interaction.”

Social Skills IEP Goals for Autism

Socialization can be one of the most challenging areas for autistic students. These goals focus on improving interaction and fostering relationships within their peer groups.

Some social skills you may focus on as you develop these goals include things like turn-taking, peer interaction, and even understanding social cues. For example, “Student will identify and interpret basic emotions (e.g., happy, sad, angry) depicted in pictures with 90% accuracy.”

They’re meant to provide your students with the tools to build meaningful connections with those around them—a skill that can positively impact their long-term emotional well-being.

IEP Goals for Low Support Needs

Students with low support needs, perhaps what you might formerly refer to as “high-functioning autism,” often face nuanced challenges like managing anxiety, improving executive functioning, or refining advanced social skills.

Goals in this area might focus on improving organization, advancing social interaction, or even improving self-regulation.

Ultimately, the aim of these goals is to help students bridge the gap between their strengths and challenges so they can achieve greater autonomy and success both inside the classroom and out.

IEP Goals for Behavior

For autistic students, challenging behaviors are often a significant barrier to learning and socialization. Positive behavior support plans (PBSPs) can help manage these difficulties.

Goals in this area may look like: “Student will use pre-taught self-regulation techniques (e.g., deep breathing, counting to 10) to de-escalate when feeling frustrated or overwhelmed, as measured by a decrease in outbursts from 3 per day to 1 per week.”

The ultimate goal here is for the student to develop more appropriate and effective strategies for managing their behavior, leading to improved overall functioning and success.

Why Are Specific IEP Goals for Autistic Students Important?

The primary purpose of an IEP is to meet the individual needs of an autistic student. Without specific, measurable, and targeted goals, the program would lack direction and effectiveness. Here’s why having clear, individualized goals is so impactful:

1. Provides Focused Support

Specific IEP goals allow teachers to break down larger challenges into manageable steps. For example, instead of setting a vague goal like “improve communication,” teachers can establish concrete objectives like “use AAC to articulate basic needs 4 out of 5 times.”

2. Promotes Measurable Progress

Measurable goals ensure that progress can be tracked over time. This not only keeps teachers and parents informed but also helps in creating new strategies when required. Specific goals provide a roadmap for identifying what is working—and what isn’t.

3. Builds Student Confidence

Achieving goals, no matter how small, builds a student’s self-esteem and provides motivation. Autistic students often face numerous challenges in more than one area, so creating an IEP with attainable milestones allows them to celebrate successes, no matter how big or how small, and stay engaged.

4. Prepares Students for the Future

Focused IEP goals aren’t just for classroom success—they’re a bridge to real-world readiness.

For instance, developing skills in self-advocacy or turn-taking can help students excel in work environments or social situations later in life.

100 IEP Goals for Autism

General IEP Goals for Autistic Students

1. By the end of the IEP period, when given a visual schedule, [Student Name] will transition between activities with 80% accuracy in 4 out of 5 opportunities in routine classroom settings as measured by teacher data collection.
2. By the end of the IEP period, when given a verbal prompt, [Student Name] will initiate a greeting to peers with 75% accuracy in 3 out of 4 opportunities in natural peer interactions as measured by teacher observation.
3. By the end of the IEP period, when presented with a two-step direction, [Student Name] will follow the direction with 90% accuracy in 4 out of 5 classroom trials as measured by task-analysis checklists.
4. By the end of the IEP period, when given a structured opportunity, [Student Name] will engage in a reciprocal conversation of at least three exchanges with an adult or peer with 80% accuracy in 3 out of 4 sessions as measured by communication tallies.
5. By the end of the IEP period, when provided a sensory break, [Student Name] will return to the assigned task and complete it with 85% accuracy in 4 out of 5 observations in classroom settings as measured by work-completion logs.
6. By the end of the IEP period, when shown a social-scenario picture or role-play, [Student Name] will identify an appropriate response with 80% accuracy in 3 out of 4 instructional trials as measured by teacher data sheets.
7. By the end of the IEP period, when provided visual supports during work time, [Student Name] will complete academic tasks independently with 85% accuracy in 4 out of 5 opportunities as measured by work samples.
8. By the end of the IEP period, when given a verbal cue, [Student Name] will identify emotions using “I feel …” statements with 90% accuracy in 4 out of 5 classroom discussions as measured by teacher tallies.
9. By the end of the IEP period, when presented a peer-interaction opportunity, [Student Name] will share a preferred item with a peer with 80% accuracy in 3 out of 4 social opportunities as measured by observation charts.
10. By the end of the IEP period, when assigned a non-preferred task, [Student Name] will use a self-regulation strategy (for example, deep breathing or requesting a break) with 85% accuracy in 4 out of 5 teaching sessions as measured by behavior logs.
11. By the end of the IEP period, when given peer modeling, [Student Name] will take turns during games or activities with 80% accuracy in 3 out of 4 structured play sessions as measured by teacher tallies.
12. By the end of the IEP period, when engaged in a structured activity, [Student Name] will match objects to pictures by category or theme with 90% accuracy in 5 out of 6 trials in instructional settings as measured by data sheets.
13. By the end of the IEP period, when provided a first/then board, [Student Name] will transition to a non-preferred activity with 85% accuracy in 4 out of 5 routines as measured by transition records.
14. By the end of the IEP period, when given a writing prompt, [Student Name] will compose coherent sentences using correct punctuation and grammar with 80% accuracy in 5 out of 6 writing tasks as measured by rubric scores.
15. By the end of the IEP period, when provided a graphic organizer, [Student Name] will identify the main idea and two supporting details of a passage with 85% accuracy in 4 out of 5 reading activities as measured by comprehension checklists.
16. By the end of the IEP period, during structured peer activities, [Student Name] will use appropriate eye contact and body language with 80% accuracy in 3 out of 4 observations as measured by social-skills rating scales.
17. By the end of the IEP period, when taught coping strategies, [Student Name] will express frustration using appropriate language or actions with 85% accuracy in 4 out of 5 practice situations as measured by behavior charts.
18. By the end of the IEP period, when presented with a conflict scenario, [Student Name] will state a problem and suggest an appropriate resolution with 75% accuracy in 3 out of 4 role-play trials as measured by teacher notes.
19. By the end of the IEP period, when provided structured practice, [Student Name] will copy ABAB/ABCABC patterns with 90% accuracy in 5 out of 6 math activities as measured by work samples.
20. By the end of the IEP period, during small-group instruction, [Student Name] will remain engaged for at least 15 minutes with 85% accuracy in 4 out of 5 sessions as measured by engagement time logs.

View IEP goals for problem solving and working memory.

IEP Goals for Non-Verbal Autistic Students

1. By the end of the IEP period, when given a speech-generating device, [Student Name] will request preferred items using appropriate icons with 80% accuracy in 4 out of 5 AAC opportunities as measured by communication logs.
2. By the end of the IEP period, when provided a choice board, [Student Name] will select between two options by pointing with 90% accuracy in 5 out of 6 classroom trials as measured by teacher data.
3. By the end of the IEP period, when given an object or photo cue, [Student Name] will indicate personal needs with 85% accuracy in 4 out of 5 routines as measured by tally sheets.
4. By the end of the IEP period, when experiencing frustration, [Student Name] will use a picture card or AAC device to request a break with 80% accuracy in 4 out of 5 incidents as measured by behavior records.
5. By the end of the IEP period, when shown a greeting, [Student Name] will respond with an appropriate gesture (for example, wave) with 75% accuracy in 3 out of 4 opportunities as measured by observation.
6. By the end of the IEP period, during group activities, [Student Name] will answer yes/no questions using AAC with 80% accuracy in 4 out of 5 sessions as measured by communication tallies.
7. By the end of the IEP period, when given a social story, [Student Name] will share a toy or object with a peer with 80% accuracy in 3 out of 4 play sessions as measured by teacher notes.
8. By the end of the IEP period, when provided sensory regulation supports, [Student Name] will independently use a calming strategy with 85% accuracy in 4 out of 5 observations as measured by self-regulation charts.
9. By the end of the IEP period, when using a visual schedule, [Student Name] will transition to the next activity with minimal gestural prompts with 90% accuracy in 5 out of 6 transitions as measured by prompt-fading data.
10. By the end of the IEP period, when offered activity choices, [Student Name] will select a preferred option via pointing or AAC with 85% accuracy in 4 out of 5 trials as measured by choice-making logs.
11. By the end of the IEP period, when shown a picture cue, [Student Name] will identify basic emotions in self or others with 80% accuracy in 3 out of 4 instructional trials as measured by data sheets.
12. By the end of the IEP period, when using PECS, [Student Name] will complete reciprocal exchanges with the correct icon card with 90% accuracy in 5 out of 6 sessions as measured by PECS phase records.
13. By the end of the IEP period, when given a model, [Student Name] will point to named body parts with 85% accuracy in 4 out of 5 learning trials as measured by teacher tallies.
14. By the end of the IEP period, when provided a visual sequence, [Student Name] will complete a three-step self-care task independently with 80% accuracy in 3 out of 4 opportunities as measured by task-analysis data.
15. By the end of the IEP period, when using a communication device, [Student Name] will activate it to answer familiar questions with 75% accuracy in 3 out of 4 sessions as measured by AAC logs.
16. By the end of the IEP period, during group activities, [Student Name] will initiate peer interaction using gesture, picture card, or AAC with 80% accuracy in 4 out of 5 trials as measured by observation.
17. By the end of the IEP period, when given preferred and non-preferred items, [Student Name] will reject the non-preferred item using AAC or picture with 90% accuracy in 5 out of 6 trials as measured by communication data.
18. By the end of the IEP period, when using a token system, [Student Name] will work on structured tasks for 10 minutes with minimal prompts with 85% accuracy in 4 out of 5 sessions as measured by duration logs.
19. By the end of the IEP period, when working with a communication partner, [Student Name] will request help via AAC or gesture with 80% accuracy in 3 out of 4 classroom needs as measured by data sheets.
20. By the end of the IEP period, when provided tactile or visual supports, [Student Name] will identify named classroom objects with 85% accuracy in 4 out of 5 trials as measured by teacher observation.

These attentional control IEP goals are helpful for just about any student.

Social Skills IEP Goals for Autism

1. By the end of the IEP period, during structured interactions, [Student Name] will initiate a greeting to a peer with 80% accuracy in 4 out of 5 opportunities as measured by social-skills checklists.
2. By the end of the IEP period, when provided visual prompts, [Student Name] will take turns in a game or group activity with 85% accuracy in 3 out of 4 trials as measured by observation tallies.
3. By the end of the IEP period, when in social situations, [Student Name] will use appropriate eye contact with 80% accuracy in 4 out of 5 interactions as measured by teacher logs.
4. By the end of the IEP period, when shown a modeled example, [Student Name] will recognize and respond to non-verbal cues with 75% accuracy in 3 out of 4 practice sessions as measured by data sheets.
5. By the end of the IEP period, when given a visual prompt or script, [Student Name] will initiate a conversation with 80% accuracy in 3 out of 4 opportunities as measured by communication tallies.
6. By the end of the IEP period, when engaged in role-play, [Student Name] will identify a problem and propose an appropriate solution with 85% accuracy in 4 out of 5 activities as measured by teacher records.
7. By the end of the IEP period, when guided through a peer activity, [Student Name] will share a preferred item with 80% accuracy in 4 out of 5 opportunities as measured by observation.
8. By the end of the IEP period, when given feedback, [Student Name] will use polite language in interactions with 90% accuracy in 5 out of 6 trials as measured by teacher tallies.
9. By the end of the IEP period, when presented a conflict scenario, [Student Name] will use calm language to state their perspective with 80% accuracy in 4 out of 5 role-plays as measured by data sheets.
10. By the end of the IEP period, after instruction, [Student Name] will show empathetic behavior with 75% accuracy in 3 out of 4 observed social situations as measured by teacher logs.
11. By the end of the IEP period, when using a visual schedule for interactions, [Student Name] will participate in a conversation of at least three exchanges with 80% accuracy in 4 out of 5 sessions as measured by communication checklists.
12. By the end of the IEP period, when given visual instructions, [Student Name] will stay on topic with a peer for two minutes with 85% accuracy in 4 out of 5 conversations as measured by timing sheets.
13. By the end of the IEP period, when provided modeling and visuals, [Student Name] will appropriately join a group activity with 80% accuracy in 3 out of 4 opportunities as measured by teacher observation.
14. By the end of the IEP period, during structured opportunities, [Student Name] will respond appropriately to peer questions or comments with 85% accuracy in 4 out of 5 trials as measured by data sheets.
15. By the end of the IEP period, after instruction on boundaries, [Student Name] will maintain personal space with 80% accuracy in 3 out of 4 observations as measured by teacher logs.
16. By the end of the IEP period, when given a social narrative, [Student Name] will wait in line appropriately with 90% accuracy in 5 out of 6 observations as measured by behavior tallies.
17. By the end of the IEP period, during group activities, [Student Name] will wait for their turn without prompts with 85% accura

Feeling inspired and in search of more social skills IEP goals? Check them out here.

IEP Goals for Students With Low Support Needs

1. By the end of the IEP period, when given a written schedule, [Student Name] will independently follow daily classroom routines with 90% accuracy in 5 out of 6 opportunities as measured by teacher data collection.
2. By the end of the IEP period, when provided with a structured template, [Student Name] will write a cohesive paragraph containing a topic sentence, supporting details, and a conclusion with 85% accuracy in 4 out of 5 writing tasks as measured by rubric-based scoring.
3. By the end of the IEP period, when given social opportunities, [Student Name] will participate in a conversation by initiating and maintaining at least three exchanges with 80% accuracy in 4 out of 5 observed interactions as measured by teacher observation.
4. By the end of the IEP period, when provided a graphic organizer, [Student Name] will identify the main idea and three supporting details from a text with 85% accuracy in 5 out of 6 trials as measured by work samples.
5. By the end of the IEP period, when taught problem-solving strategies, [Student Name] will identify a problem and propose an appropriate solution in social scenarios with 80% accuracy in 4 out of 5 role-play trials as measured by teacher checklist.
6. By the end of the IEP period, when presented with emotional-regulation tools, [Student Name] will independently use a self-calming strategy when frustrated with 85% accuracy in 4 out of 5 opportunities as measured by teacher observation.
7. By the end of the IEP period, when given a timed task, [Student Name] will complete academic work within the allotted time frame with 90% accuracy in 5 out of 6 observations as measured by work-completion records.
8. By the end of the IEP period, during group discussions, [Student Name] will raise their hand and respond in turn with relevant information with 85% accuracy in 4 out of 5 sessions as measured by teacher tally.
9. By the end of the IEP period, when provided with specific feedback, [Student Name] will use polite verbal phrases such as “excuse me” or “thank you” with 90% accuracy in 5 out of 6 monitored interactions as measured by data collection.
10. By the end of the IEP period, when given peer-interaction opportunities, [Student Name] will demonstrate appropriate eye contact and body orientation during conversations with 80% accuracy in 3 out of 4 observations as measured by teacher checklist.
11. By the end of the IEP period, when math instruction is broken into steps, [Student Name] will independently solve multi-step math problems with 90% accuracy in 5 out of 6 practice sets as measured by work samples.
12. By the end of the IEP period, when assigned non-preferred group tasks, [Student Name] will remain on task without redirection for at least 10 minutes with 85% accuracy in 4 out of 5 trials as measured by time-on-task logs.
13. By the end of the IEP period, when provided with context clues, [Student Name] will infer the meaning of unfamiliar words from text with 85% accuracy in 4 out of 5 reading activities as measured by teacher records.
14. By the end of the IEP period, when given structured opportunities, [Student Name] will initiate a social interaction with a peer or adult using appropriate language with 80% accuracy in 3 out of 4 trials as measured by teacher observation.
15. By the end of the IEP period, during structured classroom activities, [Student Name] will refrain from interrupting others by waiting their turn to speak with 90% accuracy in 5 out of 6 observations as measured by teacher checklist.
16. By the end of the IEP period, when presented with conflicting opinions, [Student Name] will express their point of view respectfully without raising their voice or becoming physically agitated with 80% accuracy in 3 out of 4 discussions as measured by teacher observation.
17. By the end of the IEP period, when given verbal or visual prompts, [Student Name] will independently transition between classroom activities with 85% accuracy in 4 out of 5 trials as measured by teacher data collection.
18. By the end of the IEP period, during peer-group activities, [Student Name] will demonstrate active listening by nodding, maintaining eye contact, and paraphrasing with 80% accuracy in 3 out of 4 sessions as measured by observation checklist.
19. By the end of the IEP period, when given a rubric, [Student Name] will self-assess completed work and identify at least one area for improvement with 85% accuracy in 4 out of 5 assignments as measured by student reflections.
20. By the end of the IEP period, when provided organizational tools such as a checklist, [Student Name] will prioritize and complete assigned tasks in order with 90% accuracy in 5 out of 6 observations as measured by teacher data.

Just about any student can benefit from these planning IEP goals, so check them out!

IEP Behavior Goals for Autistic Students

1. By the end of the IEP period, when given verbal or visual prompts, [Student Name] will use a self-calming strategy during moments of frustration with 85% accuracy in 4 out of 5 incidents as measured by behavior logs.
2. By the end of the IEP period, when provided with a visual cue, [Student Name] will remain seated during instructional time without leaving their seat with 90% accuracy in 5 out of 6 sessions as measured by teacher observation.
3. By the end of the IEP period, when taught alternative behaviors, [Student Name] will appropriately request a break instead of engaging in inappropriate behaviors with 80% accuracy in 4 out of 5 opportunities as measured by behavior data.
4. By the end of the IEP period, when given a structured routine, [Student Name] will transition between activities without displaying agitated behaviors with 85% accuracy in 4 out of 5 trials as measured by teacher logs.
5. By the end of the IEP period, when provided reinforcement, [Student Name] will complete non-preferred tasks without avoidance behaviors with 80% accuracy in 4 out of 5 trials as measured by task-completion records.
6. By the end of the IEP period, when given social stories, [Student Name] will demonstrate appropriate conflict-resolution strategies with 85% accuracy in 4 out of 5 practice scenarios as measured by teacher checklist.
7. By the end of the IEP period, when given a nonverbal cue, [Student Name] will refrain from repetitive behaviors during classroom activities with 80% accuracy in 4 out of 5 observations as measured by behavior data sheets.
8. By the end of the IEP period, when provided role-play scenarios, [Student Name] will identify triggers for negative behaviors and propose alternative solutions with 75% accuracy in 3 out of 4 sessions as measured by teacher records.
9. By the end of the IEP period, when given visual supports, [Student Name] will follow classroom rules such as raising a hand to speak with 90% accuracy in 5 out of 6 lessons as measured by teacher tally.
10. By the end of the IEP period, during structured opportunities, [Student Name] will actively participate in group activities without interrupting peers with 85% accuracy in 4 out of 5 trials as measured by observation.
11. By the end of the IEP period, when provided explicit instruction, [Student Name] will appropriately express feelings using verbal or visual tools instead of displaying negative behaviors with 80% accuracy in 4 out of 5 instances as measured by behavior logs.
12. By the end of the IEP period, when allowed breaks, [Student Name] will demonstrate on-task behavior for at least 15 consecutive minutes with 85% accuracy in 4 out of 5 trials as measured by time-on-task data.
13. By the end of the IEP period, when given a prompt, [Student Name] will ask for help instead of refusing tasks with 85% accuracy in 4 out of 5 attempts as measured by teacher observation.
14. By the end of the IEP period, when provided emotional-regulation tools, [Student Name] will indicate their emotional state during challenging tasks with 80% accuracy in 3 out of 4 opportunities as measured by mood-chart review.
15. By the end of the IEP period, when given reminders, [Student Name] will comply with adult instructions and complete assigned tasks with 85% accuracy in 4 out of 5 observations as measured by teacher data.
16. By the end of the IEP period, when provided positive reinforcement, [Student Name] will wait in line appropriately without challenging behaviors with 90% accuracy in 5 out of 6 observations as measured by teacher checklist.
17. By the end of the IEP period, when given access to a calming corner, [Student Name] will recognize signs of frustration and independently move to the area with 85% accuracy in 4 out of 5 occurrences as measured by behavior logs.
18. By the end of the IEP period, when following structured routines, [Student Name] will independently complete morning and dismissal procedures with 90% accuracy in 5 out of 6 days as measured by teacher records.
19. By the end of the IEP period, when provided a visual timer, [Student Name] will stay focused on tasks and transition effectively at the timer’s end with 80% accuracy in 3 out of 4 trials as measured by observation.
20. By the end of the IEP period, when given explicit expectations and visual supports, [Student Name] will demonstrate self-control during highly stimulating situations without disruptive behaviors with 85% accuracy in 4 out of 5 observations as measured by behavior data.

Looking for more goals? Here are some for emotional control, impulse control, and self-monitoring.

How Do You Write an IEP Goal for Autistic Students?

When you’re writing an IEP goal, you need to be as specific, measurable, and relevant to the student’s needs as possible.

One widely-used method is the SMART goal formula, which you may already know stands for Specific, Measurable, Achievable, Relevant, and Time-bound.

To make it specific, pinpoint the exact skill or behavior the student needs to work on. Instead of saying, “Improve social skills,” try “Initiate peer interactions during group activities.”

To make the goal measurable, you need to define how progress will be measured. For example, “Student will independently greet peers in 4 out of 5 observed interactions.”

Set realistic goals within the context of the student’s abilities. Focus on steady progress rather than perfection. To make sure the IEP is relevant, each IEP goal should focus on helping the student develop skills they’ll use in academic, social, or functional settings.

And finally, make sure to include a timeframe for achieving the goal (the “time-bound” part of the SMART goal equation). A deadline keeps things actionable and accountable. (Pro tip: if you’re looking for more time management IEP goals, you can find them here).

Here’s an example of a SMART IEP goal

“By the end of the semester, Sally will use a visual schedule to transition between activities with verbal prompts in 80% of observed opportunities.”

This goal is clear, tied directly to the student’s needs, and includes measurable outcomes to track progress.

Data Tracking Methods for IEP Goals for Autistic Students

IEP goals are only as good as your ability to measure progress. That’s where data tracking comes in. Robust, reliable data allows you to monitor a student’s development, celebrate victories, and identify when adjustments to the approach are needed.

Measuring Progress for IEP Goals for Autism

Here are some strategies you can use for tracking your student’s progress toward their goals:

• Observation logs
• Checklists and rubrics
• Data collection sheets
• Parent feedback
• Digital tools (apps like ClassDojo or Goalbook can be particularly effective)

No matter which tool you use (and feel free to use more than one), the key here is consistency—select data collection methods that fit your routine so you’re more likely to track progress regularly, and stick to your routine!

Final Thoughts

Every step you take as a special education teacher has a lasting impact. And while the work that goes into crafting tailored, individualized IEP goals for autism might be challenging, the rewards are immeasurable.

After all, any milestone your students achieve, no matter how small they might seem, represents massive progress—and massive potential. You’re not just drafting a document. You’re laying the foundation for lifelong success.

FAQ

What is an example of an IEP for autism?

An IEP for autism might include goals focused on improving communication, social interaction, and independent living skills. For example, a communication goal could be, “By the end of the semester, [Student Name] will use two-word phrases to request items of choice during structured activities in 4 out of 5 opportunities.”

What are good IEP goals examples?

Examples of IEP goals include improving fine motor skills (e.g., cutting with scissors), enhancing emotional regulation (“[Student Name] will identify their feelings using a visual chart”), or developing social skills (e.g., initiating play with a peer).

What is a SMART goal for autism spectrum disorder?

A SMART goal might be, “By the end of the second quarter, [Student Name] will independently follow a 3-step directive with 90% accuracy in 4/5 opportunities as measured by teacher observation.”

Does autism qualify for IEP or 504?

Autism typically qualifies a student for an IEP if their condition significantly impacts their ability to access the general education curriculum. A 504 Plan, which provides accommodations rather than specialized instruction, can also be an option depending on the severity of the student’s needs.

Further Reading

• CDC: Data and Statistics on Autism Spectrum Disorder
• Life Skills Advocate: Welcome to The Executive Functioning IEP Goal Resource Hub
• Pierce, Rebekah: Autism & Transitions: 20 Strategies to Ease Changes in Routine
• Pierce, Rebekah: 10 Time Management IEP Goals for Real Life
• Pierce, Rebekah: ​​How to Recognize Triggers & Cues Before Routines Are Disrupted
• Pierce, Rebekah: Social Stories for Adolescents and Young Adults
• Pratt, Cathy: Applied Behavior Analysis: The Role of Task Analysis and Chaining
• National University: 4 Best Teaching Strategies for Students with Autism