What IEP goals are common for autistic students?

Teams often consider communication, social interaction, flexibility, and daily living skills when data show a need. Academics may need separate goals. Eligibility alone does not pick the goal.

Should autism goals require eye contact?

These examples do not. They measure requests, turns, and task steps. The team should target skills that help the student learn and participate, based on that student's data.

Can a student use an AAC device in the goal?

Yes. Write the condition so a spoken word, a sign, or a device selection all count if that matches the student's communication system.

How do you measure a social skills IEP goal?

Count a defined act: responding to a greeting within five seconds, asking one peer question, or staying on topic for two turns. Collect the count during a set activity.

Are these goals only for self-contained classrooms?

No. The condition can be a general education discussion, a cafeteria line, or a work site. The placement is a separate IEP team decision and is not recommended here.

Section 5 of 6

Autism IEP Goals: 50 Examples by Grade

Draft a goal for your studentLast updated October 5, 2026

This page lists 50 IEP goals often used for autistic students, grouped into communication, social interaction, and self-care. They are examples for individual students, not a set every autistic student needs.

Each goal allows the mode of communication the team chooses, including speech, sign, or a device, when the skill is requesting or commenting. Copy one and align it to evaluation data.

Grade

50 entries

Communication

001
PreK-K · communication
By the annual review date, given a wanted item in view and a familiar routine, [Student] will request a wanted item with a word, a sign, or a device selection making 6 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to request a wanted item with a word, a sign, or a device selection about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a wanted item in view and a familiar routine, with a visual cue, [Student] will request a wanted item with a word, a sign, or a device selection making 4 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a wanted item in view and a familiar routine, with a different adult in a second setting, [Student] will request a wanted item with a word, a sign, or a device selection making 5 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
002
PreK-K · communication
By the end of the IEP period, given a familiar adult nearby and a wanted item, [Student] will gain an adult's attention before making a request making 4 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to gain an adult's attention before making a request about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a familiar adult nearby and a wanted item, with a picture card, [Student] will gain an adult's attention before making a request making 2 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a familiar adult nearby and a wanted item, with a new adult in another room, [Student] will gain an adult's attention before making a request making 3 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
003
PreK-K · communication
Within 36 instructional weeks, given a present object and a yes or no question, [Student] will answer a yes or no question about a present object in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to answer a yes or no question about a present object in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a present object and a yes or no question, with a written task list, [Student] will answer a yes or no question about a present object in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a present object and a yes or no question, with the same adult in an unscheduled setting, [Student] will answer a yes or no question about a present object in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
004
PreK-K · communication
By the annual review date, given 10 classroom objects shown one at a time, [Student] will label a classroom object when asked what it is in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to label a classroom object when asked what it is in 1 setting with 1 familiar adult.
1. 1By the first progress review, given 10 classroom objects shown one at a time, with the task modeled once, [Student] will label a classroom object when asked what it is in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given 10 classroom objects shown one at a time, during an unscheduled class period, [Student] will label a classroom object when asked what it is in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
005
1-2 · communication
By the end of the IEP period, given a task that has one hard step, [Student] will ask for help with a phrase or a device button making 4 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to ask for help with a phrase or a device button about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a task that has one hard step, with a visual cue, [Student] will ask for help with a phrase or a device button making 2 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a task that has one hard step, during an unscheduled class period, [Student] will ask for help with a phrase or a device button making 3 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
006
1-2 · communication
Within 36 instructional weeks, given a picture and a who or what question, [Student] will answer a who or what question about a picture in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to answer a who or what question about a picture in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a picture and a who or what question, with a visual cue, [Student] will answer a who or what question about a picture in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a picture and a who or what question, in a setting the student does not choose, [Student] will answer a who or what question about a picture in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
007
1-2 · communication
By the annual review date, given a play item and a peer nearby, [Student] will comment on a play item with a two-word phrase in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to comment on a play item with a two-word phrase in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a play item and a peer nearby, with a written task list, [Student] will comment on a play item with a two-word phrase in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a play item and a peer nearby, with a different adult and no visual cue, [Student] will comment on a play item with a two-word phrase in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
008
3-5 · communication
By the annual review date, given a need and a choice of three phrases, [Student] will state a need such as bathroom, break, or help making 6 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to state a need such as bathroom, break, or help about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a need and a choice of three phrases, with a written word card, [Student] will state a need such as bathroom, break, or help making 4 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a need and a choice of three phrases, in a setting the student does not choose, [Student] will state a need such as bathroom, break, or help making 5 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
009
3-5 · communication
By the end of the IEP period, given a just-finished activity and a question, [Student] will retell a personal event in three sentences when asked by two different adults in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to retell a personal event in three sentences when asked by two different adults in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a just-finished activity and a question, with one gestural prompt, [Student] will retell a personal event in three sentences when asked by two different adults in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a just-finished activity and a question, with a different adult and no visual cue, [Student] will retell a personal event in three sentences when asked by two different adults in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
010
6-8 · communication
Within 36 instructional weeks, given a direction with one unclear word, [Student] will ask a speaker to repeat an unclear direction making 5 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to ask a speaker to repeat an unclear direction about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a direction with one unclear word, with a picture card, [Student] will ask a speaker to repeat an unclear direction making 3 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a direction with one unclear word, with a different adult and no visual cue, [Student] will ask a speaker to repeat an unclear direction making 4 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
011
6-8 · communication
By the annual review date, given a choice of two activities, [Student] will explain a preference with one reason to two adults in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to explain a preference with one reason to two adults in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a choice of two activities, with a written task list, [Student] will explain a preference with one reason to two adults in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a choice of two activities, with a new adult and a moved seating location, [Student] will explain a preference with one reason to two adults in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
012
9-12 · communication
By the end of the IEP period, given a message template and a class question, [Student] will send a teacher a message that asks a class question making 4 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to send a teacher a message that asks a class question about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a message template and a class question, with the routine explained once, [Student] will send a teacher a message that asks a class question making 2 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a message template and a class question, with a new adult and a moved seating location, [Student] will send a teacher a message that asks a class question making 3 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
013
transition · communication
By the end of the IEP period, given a counter and a script card, [Student] will order a familiar item at a counter using a script in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to order a familiar item at a counter using a script in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a counter and a script card, with one verbal prompt, [Student] will order a familiar item at a counter using a script in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a counter and a script card, with a different person at the counter, [Student] will order a familiar item at a counter using a script in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
014
transition · communication
Within 36 instructional weeks, given a spoken direction from a coworker, [Student] will ask a coworker to repeat information making 5 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to ask a coworker to repeat information about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a spoken direction from a coworker, with a picture card, [Student] will ask a coworker to repeat information making 3 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a spoken direction from a coworker, at a community training site, [Student] will ask a coworker to repeat information making 4 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
015
3-5 · communication
By the end of the IEP period, given a feelings card that includes sick, [Student] will tell an adult about pain or illness with a specific phrase making 4 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to tell an adult about pain or illness with a specific phrase about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a feelings card that includes sick, with a picture card, [Student] will tell an adult about pain or illness with a specific phrase making 2 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a feelings card that includes sick, in a setting the student does not choose, [Student] will tell an adult about pain or illness with a specific phrase making 3 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count

Social interaction and play

016
PreK-K · routines
By the end of the IEP period, given a two-picture visual schedule, [Student] will move through two activities on a picture schedule in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to move through two activities on a picture schedule in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a two-picture visual schedule, with one gestural prompt, [Student] will move through two activities on a picture schedule in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a two-picture visual schedule, in a setting the student does not choose, [Student] will move through two activities on a picture schedule in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
017
PreK-K · flexibility
Within 36 instructional weeks, given a schedule change marked with a new picture, [Student] will move to a new activity shown on the schedule in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to move to a new activity shown on the schedule in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a schedule change marked with a new picture, with one verbal prompt, [Student] will move to a new activity shown on the schedule in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a schedule change marked with a new picture, with a different adult and no visual cue, [Student] will move to a new activity shown on the schedule in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
018
PreK-K · social
By the annual review date, given a familiar person arriving, [Student] will greet a familiar person with a wave or a spoken hi in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to greet a familiar person with a wave or a spoken hi in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a familiar person arriving, with a visual cue, [Student] will greet a familiar person with a wave or a spoken hi in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a familiar person arriving, with a new adult and a moved seating location, [Student] will greet a familiar person with a wave or a spoken hi in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
019
PreK-K · play
By the end of the IEP period, given a toy and a model of one play action, [Student] will imitate a one-step play action and then ask for a turn making 4 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to imitate a one-step play action and then ask for a turn about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a toy and a model of one play action, with one verbal prompt, [Student] will imitate a one-step play action and then ask for a turn making 2 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a toy and a model of one play action, with a different adult in a second setting, [Student] will imitate a one-step play action and then ask for a turn making 3 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
020
1-2 · social
By the end of the IEP period, given a simple game and one peer, [Student] will take turns with a peer in a game in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to take turns with a peer in a game in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a simple game and one peer, with the task modeled once, [Student] will take turns with a peer in a game in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a simple game and one peer, with a new adult and a moved seating location, [Student] will take turns with a peer in a game in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
021
1-2 · social
Within 36 instructional weeks, given a peer greeting, [Student] will respond to a peer's greeting in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to respond to a peer's greeting in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a peer greeting, with one gestural prompt, [Student] will respond to a peer's greeting in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a peer greeting, with a different adult in a second setting, [Student] will respond to a peer's greeting in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
022
1-2 · social
By the annual review date, given a peer invitation and a shared toy, [Student] will join a peer activity when invited in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to join a peer activity when invited in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a peer invitation and a shared toy, with one verbal prompt, [Student] will join a peer activity when invited in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a peer invitation and a shared toy, with a new adult in another room, [Student] will join a peer activity when invited in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
023
3-5 · social
Within 36 instructional weeks, given a conversation card and one peer, [Student] will ask a peer a question from a conversation card making 5 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to ask a peer a question from a conversation card about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a conversation card and one peer, with a visual cue, [Student] will ask a peer a question from a conversation card making 3 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a conversation card and one peer, with a new adult and a moved seating location, [Student] will ask a peer a question from a conversation card making 4 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
024
3-5 · social
By the annual review date, given a peer statement and a turn card, [Student] will stay on a peer's topic for two additional turns in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to stay on a peer's topic for two additional turns in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a peer statement and a turn card, with a visual cue, [Student] will stay on a peer's topic for two additional turns in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a peer statement and a turn card, with a different adult in a second setting, [Student] will stay on a peer's topic for two additional turns in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
025
3-5 · social
By the end of the IEP period, given a picture of a familiar situation, [Student] will state how a pictured person feels and why in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to state how a pictured person feels and why in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a picture of a familiar situation, with a written task list, [Student] will state how a pictured person feels and why in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a picture of a familiar situation, with a new adult in another room, [Student] will state how a pictured person feels and why in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
026
3-5 · self regulation
Within 36 instructional weeks, given a routine change and a calm-down card, [Student] will use a calm-down sequence when a routine changes in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to use a calm-down sequence when a routine changes in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a routine change and a calm-down card, with the task modeled once, [Student] will use a calm-down sequence when a routine changes in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a routine change and a calm-down card, with the same adult in an unscheduled setting, [Student] will use a calm-down sequence when a routine changes in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
027
6-8 · social
By the end of the IEP period, given a small group already at work, [Student] will enter a group by using a taught joining phrase in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to enter a group by using a taught joining phrase in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a small group already at work, with the task modeled once, [Student] will enter a group by using a taught joining phrase in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a small group already at work, with a different adult in a second setting, [Student] will enter a group by using a taught joining phrase in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
028
6-8 · social
Within 36 instructional weeks, given a taught example of a nonliteral remark, [Student] will ask for the literal meaning of a confusing remark making 5 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to ask for the literal meaning of a confusing remark about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a taught example of a nonliteral remark, with the routine explained once, [Student] will ask for the literal meaning of a confusing remark making 3 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a taught example of a nonliteral remark, with a new adult in another room, [Student] will ask for the literal meaning of a confusing remark making 4 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
029
6-8 · social
By the annual review date, given a choice that two peers must share, [Student] will offer one compromise sentence to a peer in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to offer one compromise sentence to a peer in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a choice that two peers must share, with one verbal prompt, [Student] will offer one compromise sentence to a peer in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a choice that two peers must share, with the same adult in an unscheduled setting, [Student] will offer one compromise sentence to a peer in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
030
6-8 · self regulation
By the end of the IEP period, given an individual sensory plan and a timer, [Student] will use a sensory strategy and return to work in two classes in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to use a sensory strategy and return to work in two classes in 1 setting with 1 familiar adult.
1. 1By the first progress review, given an individual sensory plan and a timer, with a visual cue, [Student] will use a sensory strategy and return to work in two classes in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given an individual sensory plan and a timer, during an unscheduled class period, [Student] will use a sensory strategy and return to work in two classes in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
031
9-12 · social
Within 36 instructional weeks, given a small-group discussion and a comment card, [Student] will add one on-topic comment in a discussion in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to add one on-topic comment in a discussion in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a small-group discussion and a comment card, with one verbal prompt, [Student] will add one on-topic comment in a discussion in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a small-group discussion and a comment card, with a different adult in a second setting, [Student] will add one on-topic comment in a discussion in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
032
9-12 · self advocacy
By the annual review date, given an accommodation script, [Student] will tell a teacher about a needed accommodation using a script making 6 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to tell a teacher about a needed accommodation using a script about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given an accommodation script, with a picture card, [Student] will tell a teacher about a needed accommodation using a script making 4 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given an accommodation script, with a new adult in another room, [Student] will tell a teacher about a needed accommodation using a script making 5 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
033
9-12 · social
By the end of the IEP period, given a peer request during a group task, [Student] will answer a peer's request with a related action in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to answer a peer's request with a related action in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a peer request during a group task, with a written task list, [Student] will answer a peer's request with a related action in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a peer request during a group task, with the same adult in an unscheduled setting, [Student] will answer a peer's request with a related action in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
034
transition · social
By the annual review date, given one piece of workplace feedback, [Student] will restate a supervisor's feedback as a next step in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to restate a supervisor's feedback as a next step in 1 setting with 1 familiar adult.
1. 1By the first progress review, given one piece of workplace feedback, with a written task list, [Student] will restate a supervisor's feedback as a next step in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given one piece of workplace feedback, with a job-site coach observing, [Student] will restate a supervisor's feedback as a next step in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
035
transition · social
By the end of the IEP period, given a familiar person and a closing-phrase card, [Student] will start a short conversation and end it with a closing phrase in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to start a short conversation and end it with a closing phrase in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a familiar person and a closing-phrase card, with the task modeled once, [Student] will start a short conversation and end it with a closing phrase in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a familiar person and a closing-phrase card, with a new adult in another room, [Student] will start a short conversation and end it with a closing phrase in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
036
1-2 · social
Within 36 instructional weeks, given a peer request, [Student] will share a material when a peer asks, using words in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to share a material when a peer asks, using words in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a peer request, with a written task list, [Student] will share a material when a peer asks, using words in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a peer request, with a different adult and no visual cue, [Student] will share a material when a peer asks, using words in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
037
PreK-K · play
By the annual review date, given a choice board of three activities, [Student] will choose a leisure activity and ask to keep it making 6 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to choose a leisure activity and ask to keep it about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a choice board of three activities, with a written word card, [Student] will choose a leisure activity and ask to keep it making 4 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a choice board of three activities, with a new adult and a moved seating location, [Student] will choose a leisure activity and ask to keep it making 5 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
038
6-8 · self advocacy
By the end of the IEP period, given a reporting script, [Student] will tell an adult about teasing using a reporting script making 4 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to tell an adult about teasing using a reporting script about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a reporting script, with the routine explained once, [Student] will tell an adult about teasing using a reporting script making 2 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a reporting script, with a different adult in a second setting, [Student] will tell an adult about teasing using a reporting script making 3 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count

Self-care

039
PreK-K · self care
Within 36 instructional weeks, given a handwashing visual in the classroom and then in the nurse's office, [Student] will complete a handwashing routine across two rooms in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to complete a handwashing routine across two rooms in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a handwashing visual in the classroom and then in the nurse's office, with the task modeled once, [Student] will complete a handwashing routine across two rooms in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a handwashing visual in the classroom and then in the nurse's office, with a different person at the counter, [Student] will complete a handwashing routine across two rooms in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
040
PreK-K · self care
By the annual review date, given a snack and a spoon or fork, [Student] will request help during a snack and take bites with a utensil making 6 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to request help during a snack and take bites with a utensil about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a snack and a spoon or fork, with the routine explained once, [Student] will request help during a snack and take bites with a utensil making 4 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a snack and a spoon or fork, with the same adult in an unscheduled setting, [Student] will request help during a snack and take bites with a utensil making 5 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
041
1-2 · self care
By the end of the IEP period, given a coat and a visual sequence, [Student] will put on a coat using a visual, with a second adult nearby in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to put on a coat using a visual, with a second adult nearby in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a coat and a visual sequence, with a visual cue, [Student] will put on a coat using a visual, with a second adult nearby in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a coat and a visual sequence, with the same adult in an unscheduled setting, [Student] will put on a coat using a visual, with a second adult nearby in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
042
1-2 · self care
Within 36 instructional weeks, given a picture packing list, [Student] will ask for a missing backpack item using a picture list making 5 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to ask for a missing backpack item using a picture list about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a picture packing list, with one verbal prompt, [Student] will ask for a missing backpack item using a picture list making 3 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a picture packing list, during an unscheduled class period, [Student] will ask for a missing backpack item using a picture list making 4 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
043
3-5 · self care
By the annual review date, given clothing with one fastener, [Student] will fasten a zipper, a button, or a snap in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to fasten a zipper, a button, or a snap in 1 setting with 1 familiar adult.
1. 1By the first progress review, given clothing with one fastener, with one gestural prompt, [Student] will fasten a zipper, a button, or a snap in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given clothing with one fastener, during an unscheduled class period, [Student] will fasten a zipper, a button, or a snap in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
044
3-5 · self care
By the end of the IEP period, given a packed lunch, [Student] will ask for help opening a lunch container and then clean the place making 4 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to ask for help opening a lunch container and then clean the place about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a packed lunch, with a visual cue, [Student] will ask for help opening a lunch container and then clean the place making 2 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a packed lunch, in a setting the student does not choose, [Student] will ask for help opening a lunch container and then clean the place making 3 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
045
6-8 · self care
Within 36 instructional weeks, given a hygiene checklist, [Student] will follow a hygiene checklist before two different classes in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to follow a hygiene checklist before two different classes in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a hygiene checklist, with a written task list, [Student] will follow a hygiene checklist before two different classes in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a hygiene checklist, in a setting the student does not choose, [Student] will follow a hygiene checklist before two different classes in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
046
6-8 · self care
By the annual review date, given a written room list, [Student] will ask a staff member for the next room on a written list making 6 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to ask a staff member for the next room on a written list about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a written room list, with a written word card, [Student] will ask a staff member for the next room on a written list making 4 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a written room list, with a different adult and no visual cue, [Student] will ask a staff member for the next room on a written list making 5 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
047
9-12 · self care
Within 36 instructional weeks, given a written chore list, [Student] will complete a chore from a written list in two rooms in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to complete a chore from a written list in two rooms in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a written chore list, with the task modeled once, [Student] will complete a chore from a written list in two rooms in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a written chore list, during an unscheduled class period, [Student] will complete a chore from a written list in two rooms in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
048
9-12 · self care
By the annual review date, given a 5-step visual recipe, [Student] will ask for a missing ingredient while following a 5-step recipe making 6 or more spontaneous requests in a session across 4 consecutive sessions.
Present level
Currently, [Student] is able to ask for a missing ingredient while following a 5-step recipe about 1 time across a full session, usually after a prompt.
1. 1By the first progress review, given a 5-step visual recipe, with the routine explained once, [Student] will ask for a missing ingredient while following a 5-step recipe making 4 or more spontaneous requests in a session across 3 consecutive sessions.
2. 2By the second progress review, given a 5-step visual recipe, in a setting the student does not choose, [Student] will ask for a missing ingredient while following a 5-step recipe making 5 or more spontaneous requests in a session across 3 consecutive sessions.
Measurement
session communication count
049
transition · self care
Within 36 instructional weeks, given a transit visual, [Student] will follow wait, board, and exit steps on a transit routine with two staff in 3 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to follow wait, board, and exit steps on a transit routine with two staff in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a transit visual, with one gestural prompt, [Student] will follow wait, board, and exit steps on a transit routine with two staff in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a transit visual, during an unscheduled visit, [Student] will follow wait, board, and exit steps on a transit routine with two staff in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people
050
transition · self care
By the annual review date, given a set place at school and at a work site, [Student] will return a personal item to a set place in two settings in 4 of 5 opportunities across 2 settings and 2 people.
Present level
Currently, [Student] is able to return a personal item to a set place in two settings in 1 setting with 1 familiar adult.
1. 1By the first progress review, given a set place at school and at a work site, with one verbal prompt, [Student] will return a personal item to a set place in two settings in 2 of 5 opportunities across 1 setting and 1 person.
2. 2By the second progress review, given a set place at school and at a work site, with a supervisor present, [Student] will return a personal item to a set place in two settings in 3 of 5 opportunities across 2 settings and 1 person.
Measurement
generalization probe across settings and people

Drafter

Draft a goal for one student

Nothing entered yet

A useful present level names the task, the support the student currently needs, and roughly how often they succeed. "Reads at a low second-grade level with 3 unknown words per minute" gives the drafter more to work with than "reading is hard."

Adapting an example

An example is a starting point, not a finished goal. Four things have to change before it belongs on a student's IEP.

Do not add a goal because a student has an autism eligibility. Add it because baseline data show a need in that skill. Communication, social, and self-care data often point to different goals.

Name the communication mode. If the student requests with a device, the goal should count device selections. Requiring speech alone changes the skill.

Write social goals as countable turns, phrases, or responses to a peer. Participating appropriately cannot be graphed.

Self-care goals should use a short task analysis the school can actually run: handwashing, a hygiene checklist, or a meal routine. Score steps correct, not independence as a vague label.

Questions teachers ask

01What IEP goals are common for autistic students?: Teams often consider communication, social interaction, flexibility, and daily living skills when data show a need. Academics may need separate goals. Eligibility alone does not pick the goal.
02Should autism goals require eye contact?: These examples do not. They measure requests, turns, and task steps. The team should target skills that help the student learn and participate, based on that student's data.
03Can a student use an AAC device in the goal?: Yes. Write the condition so a spoken word, a sign, or a device selection all count if that matches the student's communication system.
04How do you measure a social skills IEP goal?: Count a defined act: responding to a greeting within five seconds, asking one peer question, or staying on topic for two turns. Collect the count during a set activity.
05Are these goals only for self-contained classrooms?: No. The condition can be a general education discussion, a cafeteria line, or a work site. The placement is a separate IEP team decision and is not recommended here.