Print VersionExamples of IEP Goals and Objectives Suggestions For Students With Autism

 

  1. ________ 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.

  1. ________ 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.

  1. _____ 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.

  1. ____ 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.

  2. ____ 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


 

Pages within this site

| Home  |  Search This Site  |  Seclusion & Restraint Practices  |   IDEA 2004  |

|  Special Education in Plain Language  |  Educación Especial en Palabras Sencillas  |

|  Autism Info for Staff  |  IEP Related Issues  |  IEP Forms  |  Issues and Memos  |

|  Information for Parents  |  Contact our Staff  |  Online Discussions  |  Links to Resources   |

Site Map  |   Nondiscrimination Policy  | 

More CESA 7 sites

| Staff Directory | Board of Control | Academic Decathlon | Administration |
| Alternative High School | Alternative Licensure Program | Assistive Technology | ELL Center |
| Educational Technology Services | Employment and Training | Head Start |
| Interactive Learning Services | License Renewal Support Center | Literacy Center |
| MSE Center | NEWIST | Northeast Wisconsin Online Charter School | PBIS | REACh |
| Regional Computer Center (RCC) | Regional Services Network (RSN) | Resource Center |
| Safe and Healthy Schools/Communities (ATOD) | School Improvement Services |
| Spelling Bee | Transition | WSPEI |

Cooperative Educational Service Agency No. 7
595 Baeten Road
Green Bay, WI 54304
Phone: 920/492-5960
Fax: 920/492-5965

Web Site Designed by Artistic Web Works