Social Emotional
and Behavior
Social and Behavioral Skills IEP Goals
100 plus free behavior IEP goals designed to enhance social skills, emotional regulation, communication, ADHD management, executive functioning areas and problem-solving. A comprehensive range of targets that educators and professionals can readily access.
By utilizing this extensive collection, educators can create individualized plans that precisely address the unique needs of each student. The goals cover a diverse array of skills, including empathy, active listening, conflict resolution, impulse control, self-expression, and critical thinking.
With this wealth of IEP goals at their disposal, educators can cultivate an inclusive and supportive learning environment, enabling students to confidently navigate the intricacies of social and emotional interactions.
ADHD Related
Social Emotional
Classroom Skills
Cooperation
Coping
Interpersonal Skills
Managing Conflict
Peer Pressure
Problem Solving
School Skills
Self Awareness
Behavioral
On Task
Respect
Task Initiation
Work Habits
Study Skills
Learning Strategies
Follow Simple Verbal Instructions
Reading And Following Directions For Completing Assignments
Note-taking From Various Sources
Previewing A Selection In Content Area
Locating, Reading And Interpreting Maps, Illustrations, Tables, And Graphs
Use Of A Dictionary For Word Information
Use of Word-Learning Strategies
Utilization of Library Reference Systems
Use of Reference Materials and Resources
Utilization of Book Parts for Information
Finding the Main Idea or Topic Sentence
Organizing Information in a Visual Graphic
Use of Prereading Strategies
Writing Summaries of Main Ideas
Use of QAR Strategy for Information Location and Summarization
Use of RCRC When Reading or Studying Information
Use of SQ3R for Reading and Studying Expository Text
Use of Visual/Organizational Reading Strategies
Paraphrasing Written Passages
Summarizing Information Presented Orally
Rereading a Section to Locate the Answer to a Question
Use of Study Skills for Test Preparation
Use of Various Test Taking Strategies
Reading Test Questions Carefully
Functional Academics
Communication
Averting Gaze in Refusal Situations
Turning Head Away to Indicate Refusal
Exhibiting Negative Facial Expression When Refusing
Pushing Item/Person Away in a Socially Appropriate Way
Sign/Gesture/Point to Picture of "No" or "Stop" When Refusing
Verbally Saying "No" or "Stop" to Indicate Refusal
Increasing Length of Utterance to Protest/Refuse
Providing a Reason for Refusal When Appropriate
Make/Maintain Eye Contact
Wait for a Pause in Conversation
Gain Attention in a Socially Appropriate Manner
Use Verb/Noun Phrase (e.g., "want play")
Increase Vocabulary either spoken or signed
IEP Goal for Increasing Length of Utterance
Increase Number of Signs in Combination
Use Sentence (e.g., "I want to play with you")
Use Polite Phrases (e.g., "thank you," "please")
State Reason for Need of Attention
Respond When Name Is Called
What Type of Assistance Is Needed
Accept Appropriate Level of Assistance
Money Management
Executive Function
Cognitive Flexibility
Emotional Regulation
Goal Setting
Impulse Control
Organization and Planning
Problem Solving
Self-Monitoring
Task Initiation
Time Management
Working Memory