Parents of children with autism are in a position to be their child’s best educational advocates. A well-crafted Individualized Education Plan (IEP) plays a crucial role in shaping a child’s learning experience. IEP goals for autism help tailor instruction, support development, and ensure meaningful progress based on each student’s unique needs.
It dictates placement, transition plans, and progress timelines. The IEP may be viewed as both a process and a product. A multidisciplinary team works collaboratively to review student data and develop a pathway for the student’s success.
In this ultimate guide, we discuss everything you need to know about developing IEP goals for students with autism.
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What makes a good IEP goal?
An IEP is only as powerful as its goals. What does a strong social-emotional goal look like for a non-verbal student on the spectrum, and how do you know the transition goals written for the student are effective?
Goals need to be SMART:
- specific,
- measurable,
- attainable,
- relevant, and
- time-bound.
IEP goals for autism show what the student will be working on and working towards. These goals must be measurable so that progress may be determined.
If a student’s data indicates a consistent lack of response to social attempts by peers as well as a low rate of initiating peer engagement, a reasonable goal for the learner would be to increase her number of peer social responses and initiations.
This goal may read as: “Kay will increase her social initiations with a peer during morning free play from 1 initiation per week to 7 initiations per week as documented by May of 2026.”
A goal for a learner who does not consistently respond to his name may read as this: “Drew will increase the number of times per day he responds to his name by turning his head and looking at the speaker from a baseline of 3 times per day to 10 times per day as documented by April of 2026.”
Tips for developing effective IEP goals
A strong, person-centered IEP and strong goals are not possible (or legal!) without a present-level section detailing the student’s unique strengths and needs.
The present level segment may be the most important portion of the IEP. All goals, services, and placement decisions stem from this information.
Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements in the IEP direct personal and special education service to address all of a student’s needs.
This clearly addresses the fact that some learners with autism require more than academic support if they meet individual goals successfully.
This is especially true for students on the autism spectrum impacted by co-morbid conditions profoundly affecting their health, communication, and behavior.
Developing effective IEP goals requires examining present-level statements and turning them into needs statements.
For example, the data states that the student can identify 10 sight words. The team may agree that she needs to master more words to be successful in reading. They determine how many more should be learned in one year and write a goal based on this.
The goal may read: “Jessamay will increase her sight word recognition from 10 to 35 by February 2026, as assessed by her reading teacher.”
Main areas of IEP goals for autism
IEP goals for a student with autism will address key need areas identified through a formal evaluation or an annual review of student data. This review is based on progress documentation shared within the present levels of performance portion of the IEP.
Goal areas for the learner with autism may include, but are not limited to:
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IEP goals for non-verbal students with autism
IEP goals for non-verbal students with autism may address:
Communication goals may center on using picture exchange systems, gestures to communicate wants and needs, sign language, or assistive technology resources.
Goals for self-care will reflect the next steps towards greater independence in the environments she spends the most time in. For example, does she help prepare an after-school snack? Does she zip her backpack?
What about personal hygiene? Is she bathroom proficient? What skills need to be taught in order for her to maximize independence? Does the student harm herself when upset? What replacement behavior can be taught to address this?
Does the student respond to social cues from peers and adults? In what ways could this become stronger, more authentic?
Depending upon responses to each of these, goals would be written for the student to develop the skills that lead to independence, safety, and social engagement.
Social-emotional IEP goals for autism
Essential skills that are frequently taught through direct instruction and modeling include:
- regulating emotions,
- successfully engaging in social interactions,
- understanding social cues,
- understanding social expectations within different contexts.
The importance of social-emotional goals can’t be overemphasized. Every environment and micro-environment has its’ own rules that may be painfully difficult for a student on the spectrum to navigate.
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Social skills goals often address recognizing and acting upon verbal and non-verbal cues and employing evidence-based strategies to support learning, such as:
- the use of social narratives,
- cartooning,
- peer mentoring, and
- video modeling.
Examples of SMART goals for students with autism
Remember, when developing goals for a student with autism, think SMART: the goal must be specific, measurable, attainable, relevant, and time-bound. Here are some examples of SMART goals in different instructional areas.
| Social-Emotional | Jo’s peers raise their hands to ask a question or to make a comment during show and tell daily. She does not raise her hand to ask questions or share a comment. | Jo will independently raise her hand to be called on during the show and tell three or more times per week by May 2025. |
| Literacy | Palmer reads text written at a 2nd-grade level with appropriate fluency. His comprehension of text is significantly lower than his oral and silent reading. Vocabulary probes consistently average 30%. | When given a list of 12 unfamiliar words per book he selects for independent reading, Palmer will correctly define 80% of them in 2 out of 3 probes per book over the course of the semester. |
| Behavior Regulation | When told ‘no’ by a peer or adult, Bentlee will scream and hold his hands over his ears for up to 4 minutes at a time, repeating this pattern for an average of 20 minutes while adults coach him to calm himself. | When told ‘no’ by a peer or adult, Bentlee will use a self-regulation strategy of his choice within 1 minute of being told ‘no’ 80% of occurrences per day by May of 2025. |
Transition IEP goals for autism
Many states require that students age 16 have IEP goals that address vocational skills, independent living, and post-secondary education goals. Some states suggest these goals should be added when the student is 14.
These are updated annually and are based on developmentally and age-appropriate transition assessments. Transition goals are individualized, reflecting the strengths and needs of the student.
For some, transition goals may address interviewing skills, apartment searches, and access to public transportation.
Other student IEPs may contain:
- transition goals for residing in assistive living,
- participating in adaptive recreational leagues, or
- completing multi-step tasks required for employment.
Transition goals are meant to help the student prepare for life as a young adult to achieve long-term plans.
How to implement IEP goals
Each person on the educational team is responsible for implementing IEP goals. Every therapist, teacher, and specialist with goals under their area of expertise will meet with the student within the placement over the duration of time as specified on the IEP.
For example, the speech therapist whose goals involve assistive communication technology may see the student in the speech-language resource room three days a week for 30 minutes per session.
The adaptive physical education teacher may work with the student twice per week in the school gym during adaptive recreation and physical education classes.
Each specialist will monitor growth towards the student’s progress against the goals. The student’s case manager (often the special education teacher) will act as the point person for follow-up communications among team members.
This person may initiate and facilitate collaboration meetings before, during, or after the school day to determine student progress bi-weekly or on a schedule set by the school.
Instruction is most effective when evidence-based strategies include hands-on activities and plenty of practice for skill mastery and generalization.
General tips for parents and educators
The contributions of parents, teachers, therapists, and others who know and work with the student should result in a strong IEP.
Teams that practice parity and engage in open, respectful communication will most successfully develop person-centered goals. Each team member brings valuable knowledge, experience, and perspectives.
Practices that support effective planning meetings include:
- Making the meeting space welcoming for all.
- Having agendas prepared for all team members.
- Making the most of introductions.
- Keeping a notepad ready to write down issues and topics that need additional attention by the team after the meeting.
- Avoiding jargon during the meeting.
- Asking follow-up questions and inviting others to do the same before moving on through goal areas.
Turning IEP goals into achievements
An IEP that is person-centered contains well-written SMART goals that support the learner with autism’s success across multiple environments.
It is vital that the IEP evolve with the individual. It is a living, legal document that represents the learner’s ever-changing strengths and needs.
Over time, the student himself provides evidence of successfully developed goals. When he communicates effectively, self-regulates emotions, handles social situations in academic and recreational settings, and achieves growth in academic and functional skills, we see our collaborative efforts successfully manifest.
FAQs
Q: What are the IEP goals for autism?
A: The goals of the IEP for autism will directly relate to the student’s Present Level of Academic Achievement and Functional Performance (PLAAFP). It will reflect strengths and needs in any area addressed therein, including, but not limited to, functional life skills, academic skills, behavioral skills, social skills, communication skills, and motor skills.
Q: What is an example of an IEP for autism?
A: An IEP for a student with autism includes demographic details, PLAAFP statements, and goals based on those statements. It also covers transition planning, progress reporting, related services, placement, and other supports tailored to the student’s needs.
Q: What are smart goals for autism?
A: SMART goals for autism are specific, measurable, attainable, relevant, and time-bound.
Q: How do parents or educators set goals for an autistic child?
A: Parents, educators, and other team members consider the student’s strengths and needs across learning environments. They prioritize learning in domains specified within the PLAAFP. Goals are developed after careful identification of next-step skills for students based on current data.
References
Findley, J., Rible, L., & McGrew, J. (2022). Individualized education program quality for transition age students with autism. Research in Autism Spectrum Disorders (91).
Goran, L., Harkins Monaco, E. A., Yell, M. L., Shriner, J., & Bateman, D. (2020). Pursuing academic and functional advancement: Goals, services, and measuring progress. Teaching Exceptional Children, 52(5), 333–343.
Kirby v. Cabell County Board of Education, Civil Action No. 3:05-0322, (consolidated with 3:03-0320) (S.D.W. Va. Sep. 19, 2006)
Ruble, L., McGrew, J. Dalrymple, N. & Jung, L. (2010). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disorders, 40(12):1459-70.
Rudick, A., Crain, D., and Johnson, N. (2024, March). 2024 Quick References for IDEA Part B Data. IDEA Data Center. Rockville, MD: Westat.
United States Department of Education. (2020). Code of regulations, appendix c. https://www.law.cornell.edu/cfr/text/34/appendix-C_to_part_300
Yell, M. L., Katsiyannis, A., Losinski, M., & Marshall, K. (2016). Peer-reviewed research and the IEP: Implications of Ridley School District v. M.R. and J.R. ex rel. E.R. (2012). Intervention in School and Clinic, 51(4), 253–257.
