79 Social Skills IEP Goals to Support Student Success

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.

---

Close your eyes and imagine it for a moment: a classroom where every single student feels confident in their interactions with their peers, where they can express themselves clearly, and they can handle social situations with greater confidence.

If you’re working on social skills with your students, then this post is for you.

After all, IEP goals for social skills are just as important as the academic ones – though they often take the back burner to academic goals. Yet, with the right approach, these IEP social skills goals can transform the learning environment for your students, setting them up for a lifetime of personal and academic success.

Click here to jump down to the IEP goals.

What Are Social Skills IEP Goals for High School Students?

Social skills IEP goals are personalized objectives designed to improve a student’s ability to interact socially.

These goals are part of an Individualized Educational Program (IEP) tailored to meet the unique needs of students with disabilities. They focus on enhancing communication, empathy, relationship building, and adaptability in social settings.

What Are Examples of Social Skills?

Some examples of social skills that you might target in your IEP goals include:

• Initiating conversations
• Maintaining eye contact
• Understanding nonverbal cues
• Taking turns in conversation
• Recognizing personal space

Why Are Social Skills Important?

Social skills aren’t just abstract concepts. Far from it. In fact, they’re vital skills that play a significant role in everyday life, from navigating friendships to succeeding in the workplace.

In addition, they foster independence and confidence in your students. Social skills are often seen as innate, inborn skills, but like any other skills, they can (and should) be taught. By emphasizing social skills goals with a structured approach to learning them in your classroom, you’ll find that there’s an added benefit, particularly for students on the autism spectrum or those who struggle with social communication.

Some direct benefits of teaching social skills to students include:

• Enhanced Communication: Improved verbal and nonverbal communication skills enable students to express themselves better and understand others.
• Stronger Relationships: By learning how to engage with peers, students build meaningful connections that can support them academically and emotionally.
• Increased Self-Confidence: Mastering social interactions boosts self-esteem and encourages a positive self-image.
• Improved Academic Performance: Social competence often correlates with better classroom behavior and engagement, leading to higher academic achievement.

As you might expect, when students become adept at social interactions, they are better equipped to handle the complexities of daily life, from collaborative projects in school to future workplace scenarios.

79 Social Skills IEP Goals

Social Communication Goals

1. By the end of the IEP period, when given a natural peer-interaction opportunity, [Student Name] will initiate a conversation by offering a culturally respectful greeting and one open-ended question with 80 % success in 4 of 5 observed settings as measured by teacher checklist.
2. By the end of the IEP period, when engaged in conversation, [Student Name] will maintain a mutually comfortable level of eye gaze for at least 70 % of the interaction in 4 of 5 opportunities as measured by structured observation data.
3. By the end of the IEP period, when entering a classroom or group, [Student Name] will use an appropriate verbal greeting in 3 of 4 situations as measured by teacher tally.
4. By the end of the IEP period, when participating in discussions, [Student Name] will ask at least one relevant follow-up question in 4 of 5 sessions as measured by teacher notes.
5. By the end of the IEP period, when clarification is needed, [Student Name] will request repetition or explanation with 70 % accuracy in 3 of 5 weekly opportunities as measured by self-advocacy log.
6. By the end of the IEP period, when shown peer-emotion scenarios, [Student Name] will correctly identify the emotion using non-verbal cues in 3 of 4 trials as measured by performance checklist.
7. By the end of the IEP period, during conversations, [Student Name] will introduce new topics smoothly without disrupting the flow in 4 of 5 interactions as measured by teacher rubric.
8. By the end of the IEP period, in authentic social interactions, [Student Name] will incorporate polite phrases such as “please” or “thank you” in 4 of 5 scenarios as measured by observation checklist.
9. By the end of the IEP period, after receiving information, [Student Name] will paraphrase key points accurately in 4 of 5 instances as measured by teacher confirmation.
10. By the end of the IEP period, during conversations, [Student Name] will provide appropriate verbal and non-verbal listener feedback (e.g., nodding) in 4 of 5 exchanges as measured by interaction rubric.
11. By the end of the IEP period, when sharing stories, [Student Name] will narrate events in chronological order using descriptive language in 4 of 5 opportunities as measured by narrative rubric.
12. By the end of the IEP period, during structured activities, [Student Name] will maintain a conversation for at least four back-and-forth exchanges in 4 of 5 trials per month as measured by conversation log.
13. By the end of the IEP period, when entering class, [Student Name] will greet at least two peers appropriately in 4 of 5 weekly opportunities as measured by teacher tally.
14. By the end of the IEP period, when asked a direct question, [Student Name] will provide a relevant answer within 10 seconds with 85 % accuracy across 5 trials as measured by response-time log.

Peer Interaction Goals

1. By the end of the IEP period, in group settings, [Student Name] will contribute at least one idea in 4 of 5 opportunities as measured by participation checklist.
2. By the end of the IEP period, during group tasks, [Student Name] will wait their turn to speak or act without prompts in 3 of 4 situations as measured by teacher data.
3. By the end of the IEP period, during cooperative projects, [Student Name] will offer materials or ideas without prompting in 4 of 5 activities as measured by teacher observation.
4. By the end of the IEP period, when presented a social story, [Student Name] will identify characters’ emotions with 80 % accuracy in 4 of 5 trials as measured by comprehension sheet.
5. By the end of the IEP period, in conflict situations, [Student Name] will express personal feelings and listen to peers’ perspectives to reach resolution with 70 % success across 6 weeks as measured by conflict-log review.
6. By the end of the IEP period, when conflicts arise, [Student Name] will suggest at least two viable solutions in 3 of 5 situations as measured by teacher rubric.
7. By the end of the IEP period, during cooperative play or work, [Student Name] will share materials and alternate turns in 4 of 5 occurrences as measured by observation.
8. By the end of the IEP period, [Student Name] will initiate positive social interactions to begin friendships in 4 of 5 opportunities as measured by peer-report and teacher notes.
9. By the end of the IEP period, when conflicting ideas arise, [Student Name] will negotiate and reach a mutually beneficial compromise in 4 of 5 situations as recorded on group-work rubric.
10. By the end of the IEP period, in conflict discussions, [Student Name] will use “I” statements to express feelings or needs in 4 of 5 interactions over a month as measured by self-advocacy tally.
11. By the end of the IEP period, when noticing a peer in distress, [Student Name] will offer help or support in 2 of 3 weekly trials as measured by teacher anecdotal records.
12. By the end of the IEP period, during role-play, [Student Name] will demonstrate understanding of another’s perspective with 70 % accuracy in 3 of 4 monthly scenarios as measured by perspective-taking rubric.
13. By the end of the IEP period, when discussing peer interactions, [Student Name] will articulate at least one possible motivation for a peer’s behavior with 75 % accuracy in 3 of 4 discussions as measured by teacher checklist.
14. By the end of the IEP period, when paired with unfamiliar peers, [Student Name] will introduce themself and engage in brief small talk with 70 % accuracy in 3 of 4 bi-weekly opportunities as measured by observation.
15. By the end of the IEP period, when given a compliment, [Student Name] will acknowledge and respond appropriately with 80 % accuracy in 4 of 5 instances as measured by teacher tally.
16. By the end of the IEP period, when joining ongoing activities, [Student Name] will enter respectfully and seek permission with 85 % accuracy in 4 of 5 attempts as measured by social-entry rubric.

Self-Regulation Goals

1. By the end of the IEP period, when given instructions, [Student Name] will follow them without interrupting others in 4 of 5 trials as measured by compliance checklist.
2. By the end of the IEP period, when tasks are challenging, [Student Name] will employ a preferred coping strategy instead of verbal outbursts in 4 of 5 occurrences as measured by behavior logs.
3. By the end of the IEP period, when needing assistance, [Student Name] will use respectful language to request help in 4 of 5 opportunities as measured by teacher tally.
4. By the end of the IEP period, during interactions, [Student Name] will maintain personal space in 3 of 4 encounters as measured by proximity checklist.
5. By the end of the IEP period, when schedule changes occur, [Student Name] will stay regulated and follow new directions in 4 of 5 instances as measured by transition rubric.
6. By the end of the IEP period, in emotional situations, [Student Name] will state feelings without escalation in 4 of 5 events as documented by behavior record.
7. By the end of the IEP period, when experiencing strong emotions, [Student Name] will continue to communicate effectively in 4 of 5 scenarios as measured by teacher rubric.
8. By the end of the IEP period, [Student Name] will identify personal emotional triggers and choose an appropriate regulation strategy in 4 of 5 cases as measured by self-reflection sheets.
9. By the end of the IEP period, [Student Name] will acknowledge and respond compassionately to others’ emotions in 4 of 5 interactions as measured by empathy checklist.
10. By the end of the IEP period, [Student Name] will seek adult support for emotion regulation in 3 of 4 incidents as recorded on help-seeking log.
11. By the end of the IEP period, during weekly reflection, [Student Name] will accurately label personal feelings in 4 of 5 interactions as measured by emotional-literacy checklist.
12. By the end of the IEP period, through guided self-reflection, [Student Name] will set one personal growth goal with 75 % accuracy in 4 of 5 sessions as measured by goal-setting rubric.
13. By the end of the IEP period, [Student Name] will identify feelings in a daily journal accurately 3 of 4 times per week as measured by journal review.
14. By the end of the IEP period, after a setback, [Student Name] will articulate one learning point demonstrating a growth mindset in 3 of 4 adverse situations as measured by teacher interview.
15. By the end of the IEP period, [Student Name] will initiate assigned tasks without prompting in 4 of 5 opportunities as measured by independence checklist.
16. By the end of the IEP period, through structured activities, [Student Name] will describe two personal values and how they guide choices in 4 of 5 sessions as measured by reflection rubric.
17. By the end of the IEP period, in social settings, [Student Name] will state or signal personal boundaries and maintain them in 4 of 5 interactions as measured by boundary-setting log.

If you’re interested in exploring more self-regulation skills, check out this guide to self-monitoring IEP goals and this guide to emotional control IEP goals.

Social Problem-Solving Goals

1. By the end of the IEP period, when given a peer scenario, [Student Name] will identify the main social problem and one solution in 4 of 5 trials as measured by scenario worksheet.
2. By the end of the IEP period, when interpersonal challenges arise, [Student Name] will propose at least two possible solutions in 3 of 4 situations as measured by problem-solving rubric.
3. By the end of the IEP period, when discussing solutions, [Student Name] will state one likely consequence for each solution in 3 of 4 instances as measured by teacher checklist.
4. By the end of the IEP period, during real peer conflicts, [Student Name] will use a learned strategy to resolve the issue in 3 of 5 occurrences as measured by conflict log.
5. By the end of the IEP period, during weekly reflection, [Student Name] will suggest an alternative strategy for a past conflict with 70 % accuracy in 2 of 3 discussions as measured by self-reflection sheet.
6. By the end of the IEP period, when receiving peer feedback, [Student Name] will respond constructively in 4 of 5 projects over a term as measured by peer review form.

Non-Verbal Communication Goals

1. By the end of the IEP period, during interactions, [Student Name] will use and interpret body-language cues in 4 of 5 exchanges as measured by non-verbal rubric.
2. By the end of the IEP period, when conversing, [Student Name] will align facial expression with expressed emotion in 4 of 5 scenarios as measured by teacher observation.
3. By the end of the IEP period, when addressed, [Student Name] will recognize and respond to tone of voice in 3 of 4 instances as measured by comprehension log.
4. By the end of the IEP period, when explaining ideas, [Student Name] will use relevant gestures in 4 of 5 opportunities as measured by presentation rubric.
5. By the end of the IEP period, in group settings, [Student Name] will interpret gestures made by peers in 4 of 5 situations as measured by teacher checklist.
6. By the end of the IEP period, during seated conversations, [Student Name] will maintain an open attentive posture in 4 of 5 instances as recorded by observation.
7. By the end of the IEP period, across environments, [Student Name] will adjust voice volume to match setting in 4 of 5 opportunities as measured by volume rubric.
8. By the end of the IEP period, when interacting in groups, [Student Name] will maintain appropriate distance from others in 4 of 5 occasions as measured by observation.
9. By the end of the IEP period, when communicating, [Student Name] will identify peers’ emotions from facial expressions in 4 of 5 cases as measured by quick-check cards.
10. By the end of the IEP period, during discussions, [Student Name] will orient body toward speaker in 4 of 5 scenarios as measured by engagement rubric.
11. By the end of the IEP period, in conversation settings, [Student Name] will minimize distracting hand movements in 4 of 5 cases as measured by teacher observation.
12. By the end of the IEP period, [Student Name] will use non-verbal cues such as nodding to show empathy in 3 of 4 interactions as measured by observation checklist.
13. By the end of the IEP period, during dialogue, [Student Name] will interpret changes in vocal pitch to infer speaker emotion in 3 of 4 instances as measured by comprehension log.
14. By the end of the IEP period, across settings, [Student Name] will display relaxed body language in 4 of 5 situations as measured by teacher notes.
15. By the end of the IEP period, when appropriate, [Student Name] will use socially acceptable touch (e.g., handshake) in 3 of 4 circumstances as measured by social-skills rubric.
16. By the end of the IEP period, during conversations, [Student Name] will utilize pauses effectively in 4 of 5 interactions as measured by communication rubric.
17. By the end of the IEP period, during exchanges, [Student Name] will use head nodding to indicate understanding in 4 of 5 cases as measured by observation.
18. By the end of the IEP period, when interacting, [Student Name] will identify signs of discomfort in others and adjust behavior in 4 of 5 scenarios as measured by teacher checklist.

Leadership and Teamwork Goals

1. By the end of the IEP period, during group activities, [Student Name] will guide peers toward a shared goal in 3 of 5 projects as measured by group-work rubric.
2. By the end of the IEP period, in group settings, [Student Name] will facilitate cooperation in 4 of 5 opportunities over the semester as measured by teacher observation.
3. By the end of the IEP period, [Student Name] will invite peer ideas during group work in 3 of 4 weekly sessions as measured by participation log.
4. By the end of the IEP period, when peers disagree, [Student Name] will mediate with a suggested solution in 2 of 3 conflicts per month as measured by conflict-resolution record.
5. By the end of the IEP period, during projects, [Student Name] will delegate tasks according to peers’ strengths in 4 of 5 opportunities as measured by group rubric.
6. By the end of the IEP period, across group activities, [Student Name] will build rapport with peers through meaningful conversation in 3 of 5 group activities as measured by teacher notes.
7. By the end of the IEP period, during project meetings, [Student Name] will advocate for inclusivity by ensuring all members contribute once in 5 of 6 meetings as measured by participation checklist.
8. By the end of the IEP period, in peer reviews, [Student Name] will provide respectful, actionable feedback in 3 of 4 monthly reviews as measured by feedback rubric.

How Do You Write an IEP Goal for Social Skills?

Creating an IEP goal for social skills is part art, part science. A well-crafted goal should be Specific, Measurable, Achievable, Relevant, and Time-bound (SMART).

Here’s a simple formula to follow:

When given [instruction or task], [student name] will [demonstrate skill or behavior] with % accuracy in “__” out of “__” trials [within a given time period].

For instance, “When given the opportunity to interact with his peers during recess, John will initiate a greeting with 80% accuracy in 4 out of 5 trials over three consecutive weeks.”

5 Evidence-Based Tips for Teaching Social Skills

Now that you know where to set your sights, how do you go about teaching these skills? Here are some tips:

Modeling and Role-Playing

Demonstrate appropriate social behaviors and provide opportunities for students to practice these behaviors through role-playing scenarios. Research shows that role-playing can significantly enhance social interactions.

Peer-Mediated Instruction

Encourage peer-mediated learning where students with stronger social skills mentor and interact with their peers. This approach fosters a supportive environment and enhances learning outcomes.

Use of Social Stories

Social stories and scripts help students understand and respond to social situations appropriately. Tailor these narratives to individual student needs for maximum impact.

Reinforcement and Feedback

Provide immediate feedback and positive reinforcement for attempts and successes in social interactions. Consistent reinforcement helps reinforce desired behaviors.

Technology Integration

Leverage technology such as apps and games designed to teach social skills. These tools offer interactive and engaging ways for students to learn.

Data Tracking Methods for Social Skills IEP Goals

If you want to make sure your initiatives are successful, you need to track progress. Social skills, unlike academic ones, are notoriously hard to track since so much of the evaluation is subjective rather than objective.

However, there are some simple ways you can gauge the effectiveness of your interventions:

Measuring Progress for Social Skills IEP Goals

• Observation Checklists: Use structured observation checklists to record and track social behaviors in various settings.
• Behavior Rating Scales: Employ behavior rating scales completed by teachers, parents, and students themselves to gauge social skills development.
• Peer and Teacher Reports: Collect regular feedback from peers and teachers about the student’s social interactions and improvements.
• Video Analysis: Record and review videos of social interactions to identify areas of improvement and success.

Final Thoughts

Developing social skills won’t happen overnight. However, it’s something that should be on the mind of every educator for every student, regardless of their age or abilities.

By setting clear social skills IEP goals and employing the evidence-based strategies described above, you can create a warm, welcoming environment that equips students with the social skills they need to succeed both in and out of the classroom.

Frequently Asked Questions

What are social emotional skills examples?

Examples include empathy, self-awareness, cooperation, responsible decision-making, and conflict resolution. These skills help individuals navigate social interactions and manage emotions effectively.

What are short term goals for social skills?

Short term goals often focus on specific, measurable actions, such as initiating a conversation, maintaining eye contact, or practicing turn-taking in a small group setting with at least 80% consistency over a four-week period.

What is an example of SMART goals for social skills?

A SMART goal for social skills might be: “By the end of the quarter, the student will initiate a friendly greeting and maintain a brief conversation (one or two exchanges) with peers in 3 out of 5 opportunities, as measured by teacher observation.”

What is an example of a social emotional goal for an IEP?

A common example is improving self-regulation. For instance, “By the end of the semester, the student will use a coping strategy (e.g., deep breathing) in 4 out of 5 situations that trigger frustration, as measured by teacher observation.”

How do you teach social skills to students with disabilities?

Effective approaches include modeling desired behaviors, role-playing social scenarios, using visual aids or social stories, and providing consistent positive reinforcement. Small-group instruction and guided practice also help students generalize skills.

What are the social skills IEP goals for students with autism?

These goals often address communication, turn-taking, and social interaction. Examples include learning to initiate peer greetings, respond to questions appropriately, and sustain a brief conversation about shared interests in structured and unstructured settings.

What are social skills interventions?

Social skills interventions are structured programs or strategies designed to improve specific interaction behaviors. They may involve coaching sessions, role-playing activities, group therapy, and ongoing feedback to help students practice and refine their social abilities.

What is a social emotional IEP goal example for anxiety?

“Within one grading period, the student will utilize relaxation techniques or request a break in 3 out of 4 instances of anxiety, as recorded by teacher and self-report.”

What is an IEP goal example for interacting with peers?

“The student will engage in cooperative play or group work with peers for a minimum of 10 minutes in 3 out of 5 sessions.”

What is an IEP goal example for interpersonal skills?

“The student will demonstrate active listening by paraphrasing a peer’s statement in 4 out of 5 observed conversations.”

What is an IEP goal example for conversation skills?

“By the end of the year, the student will initiate and maintain a two-minute conversation with a peer, asking at least two questions and making relevant comments, in 4 out of 5 observed opportunities.”

How do I adapt these example goals to my student’s individual needs?

Begin by reviewing assessment data and consulting with the full IEP team. Consider the student’s strengths, challenges, and learning preferences. Then customize the language, criteria, and timeframes to ensure the goal is both appropriately challenging and achievable for that specific learner.

Why is it not recommended to copy and paste sample IEP goals exactly as written?

IEPs are legally and ethically required to be individualized. Directly copying a goal disregards the student’s unique background, abilities, and needs. Customization ensures each goal aligns with the student’s personal growth targets and accommodates their learning profile.

How can I measure progress on social-emotional or interpersonal skills that seem intangible?

Use a mix of qualitative and quantitative methods—such as observation checklists, behavior rating scales, peer/teacher feedback, and self-assessments. Consistently record data over time to track trends and identify areas that need adjustment or further support.

Can these social skills IEP goals be adapted for younger (or older) students?

Yes. The core competencies remain similar, but the complexity, language level, and expectations should reflect the student’s developmental stage. For younger students, use simpler language and shorter timeframes; for older students, expand the skills to more complex social settings.

What if there’s limited school support or resources for social-emotional goals?

Focus on incremental improvements that can be integrated into daily routines. Collaborate with supportive colleagues, tap into free or low-cost resources, and engage families to reinforce social-emotional learning outside the classroom.

How can families and caregivers reinforce these social skills at home?

Encourage consistent practice through daily routines, such as family mealtimes or shared activities. Families can model positive interactions, provide immediate feedback, and celebrate successes. Clear communication between school and home ensures consistent strategies and expectations.

What strategies work best for students who resist practicing social skills?

Involve them in goal-setting and tie social skills to personal interests or real-life contexts. Offer choices, use role-playing games that align with their hobbies, and give immediate, specific feedback. Building trust and showing respect for the student’s autonomy can increase buy-in.

How do I coordinate social skills goals across multiple service providers?

Establish regular communication channels—such as email updates or monthly meetings—with all team members (e.g., therapists, counselors, and outside agencies). Share data, progress notes, and strategies to maintain consistent reinforcement and avoid conflicting approaches.

How do I address cultural or language differences when teaching social skills?

Collaborate with families and community members to understand cultural norms and language nuances. Adapt lessons, examples, and role-play scenarios to reflect diverse experiences. Emphasizing respect and inclusivity ensures social skills instruction is meaningful for all students.

When should I consider revising or updating social skills IEP goals?

Review goals regularly at a minimum of every “reporting period” as noted on the IEP—at least every grading period or whenever major changes occur in the student’s performance. If the student consistently meets or fails to make progress toward existing objectives, it’s time to update the goals to maintain appropriate challenge and relevance.

Further Reading

1. IRIS Center Peabody College Vanderbilt University (2024) – Evidence-Based Practices
2. What Works Clearinghouse (2024) – Find What Works
3. Collaborative for Academic, Social, and Emotional Learning (CASEL) (2024) – What Is the CASEL Framework?