Examples of IEP Goals and Objectives Suggestions For Students With Autism

________ will develop social understanding skills as measured by the benchmarks listed below.
1. _____ will raise their hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so.
2. _____will work cooperatively with peers in small group settings (ie. Share materials, allow peers to share different thoughts) 4/5 opportunities to do so.
3. _____ will develop an understanding of the relationship between his/her verbalizations and actions/effect on others 4/5 opportunities to do so.
4. _____ will engage in appropriate cooperative social play interactions initiated by others 4/5 opportunities to do so.
5. _____ will engage in cooperative social play interactions by allowing others to make changes or alter the play routine 4/5 opportunities to do so.
6. _____ will engage in appropriate turn-taking skills by attending to peer’s turn and waiting for own turn 4/5 opportunities to do so.
7. _____will appropriately acknowledge an interaction initiated by others by giving an appropriate response, either verbal or non-verbal.
8. _____ will develop an understanding of the rationale for various social skills by stating the reason when asked (ie. Why do we say excuse me?)
9. _____ will increase social awareness of environment by stating what is taking place in environment or imitating actions of others 4/5 opportunities to do so.
10. _____ will increase safety awareness by stating the effect of various situations 4/5 opportunities to do so.
11. _____ will identify appropriate social rules and codes of conduct for various social situations 4/5 opportunities to do so.
12. _____ will refrain from interrupting others by exhibiting appropriate social interaction skills 4/5 opportunities.

________ will increase social-emotional skills as measured by the benchmarks listed below.
1. _____ will identify various emotional states in others 4/5 opportunities to do so.
2. _____ will state why a person might be feeling a particular emotion 4/5 opportunities to do so.
3. _____ will identify various simple emotional states in self 4/5 opportunities to do so.
4. _____ will state why he/she might be feeling a particular emotion 4/5 opportunities to do so.
5. _____ will state what would be an appropriate response to a particular emotional state 4/5 opportunities to do so.

_____ will increase social communication skills as measured by the benchmarks listed below.
1. _____ will initiate communicative interactions with others 4/5 opportunities to do so.
2. _____ will initiate varied appropriate topics with others 4/5 opportunities to do so.
3. _____ will initiate communicative interactions with others by asking questions 4/5 opportunities to do so.
4. _____ will engage in conversational turn-taking with others across 3-4 conversational turns, 4/5 opportunities to do so (topics initiated by self /others).
5. _____ will call attention to communicative partner prior to communicating 4/5 opportunities to do so.
6. _____ will ask questions of others regarding topics initiated by self or others to sustain conversation for conversational turn-taking 4/5 opportunities to do so.
7. _____ will identify and understand various non-verbal social communication behaviors (ie. Tone of voice, personal space, vocal volume, body orientation, facial expressions) by stating their implied meaning 4/5 opportunities to do so.
8. _____ will spontaneously seek assistance/ ask for help/ seek additional information given visual prompts 4/5 opportunities to do so.
9. _____ will spontaneously use a verbal or non-verbal message to indicate to the speaker that he needs additional “wait” time to process information editorially 4/5 opportunities to do so.
10. _____ will identify breakdowns in communication and make appropriate adjustments 4/5 opportunities to do so.

____ will increase narrative discourse skills to objective criteria as measured by the benchmarks listed below.
1. _____ will state the main idea of the story, video or situation 4/5 opportunities to do so.
2. _____ will relate information (ie. Past events, stories, situations, etc…) sequentially 4/5 opportunities to do so.
3. _____ will identify what happened first, in the middle, and last regarding a previous read story, past event, or situation.
4. When relating information_____ will provide an initial background statement, include referents, include important pieces of relational information and leave out irrelevant details.
____ will increase their ability to function appropriately within the school environment as measured by the benchmarks listed below.
1. Given visual and verbal prompts, _____ will participate in tasks/ activities to completion by exhibiting appropriate behaviors, _% of the time.
2. _____ will transition appropriately from tasks and activities and school environments _% of the time given visual and verbal prompts.
3. _____ will accept changes in routine/schedule by exhibiting appropriate behaviors given visual and verbal cues _ % of the time.
4. _____ will follow classroom rules and directives given visual and verbal prompts _% of the time.
5. _____ will independently take a break given visual prompts _ % of the time. (goal #5: objectives contd.)
6. _____ will independently ask to take a break given visual and verbal prompts _% of the time.

Strategies to focus on above Goals/ Objectives:

* Social Stories
* Comic Strip Conversations
* Social Scripting/ Computer Conversations (reduces social demands of situation)
* Find and use “hooks” (high interests )for academics, social relations, social communication, etc…
* Video-tapes
* Digital Photography (for real life situations)
* Audio-taping
* Lunch/Recess Clubs
* Story-mapping (Inspiration Software)
* Individual visual schedule
* Visual directions

Adapted From Susan Stokes, CESA 6 Autism Consultant