Comprehensive Guide to IEP Goals for Executive Functioning
Students with executive functioning deficits often struggle with time management, organization skills, working memory, task initiation, impulse control, and problem-solving. Understanding executive functioning and creating Individualized Education Program (IEP) goals specifically tailored to address executive function skills is crucial for their academic success.
In this article we will explore the impact of executive functioning on academic success, provide a list of example goals to include in your students’ IEPs, and provide some ideas for improving the IEP creation and implementation process.
Understanding Executive Functioning and IEP Goals
Executive functioning refers to a set of cognitive processes that regulate, control, and manage various tasks such as planning, organizing, time management, and working memory. These functions are crucial for students to complete tasks and maintain organized and efficient learning habits.
When creating IEP goals, it is essential to comprehend the implications of executive functioning deficits and how they impact the student’s ability to function effectively within an educational setting.
Importance of Setting IEP Goals for Executive Functioning
The importance of setting IEP goals for executive functioning cannot be overstated. These goals provide a roadmap for addressing the underlying skill deficits and providing the necessary accommodations and visual supports for students to thrive within the educational environment.
By setting measurable goals, educators can track progress and make necessary adjustments to support the student effectively.
Components of Executive Functioning as They Relate to IEP Goals
Components of executive functioning, such as working memory, organization skills, time management, and self-regulation are crucial aspects to consider when setting IEP goals.
Incorporating measurable objectives in these areas, accompanied by suitable accommodations and graphic organizers, can significantly aid students in developing and demonstrating improved executive functioning skills.
Utilizing a Goal Bank for Executive Functioning IEP Goals
It can be challenging to write effective IEP Goals, which is why we have created a list of examples to make it easier. By leveraging a goal bank, educators can access a variety of goal options that align with your student’s specific needs, making the process of setting effective IEP goals more efficient and targeted.
Keep reading for a list of more than 30 example goals for executive functioning issues.
Identifying Specific Executive Functioning Skills for IEP Goals
When addressing executive functioning skills in IEP goals, it is crucial to identify specific areas that require improvement. The following are several executive functioning skills with examples of measurable IEP goals.
Time Management
Time management is a critical executive function skill as it involves the ability to plan, organize, and prioritize tasks in order to achieve goals and be efficient with one’s time. It also involves the ability to estimate how long tasks will take, set deadlines, and manage distractions or interruptions.
Effective time management allows students to make the most of their time, reduce stress, and increase productivity. It is a key skill for success in both personal and professional life. Setting IEP goals in this area is essential for a student’s success.
Examples of Measurable Goals for Time Management
1. Student will accurately estimate the time required to complete a task and utilize a timer to stay on task and transition between activities within 5 minutes, with 80% accuracy, as measured by teacher observation and task completion.
2. Student will independently create and follow a daily schedule, including allotted times for homework, chores, and leisure activities, for a minimum of 3 consecutive days, as measured by a completed time management log and teacher assessment.
3. Student will improve their time management skills by reducing time spent on non-academic tasks during independent work time, from an average of 20 minutes to 10 minutes, as measured by time tracking and teacher observation over a two-week period.
4. The student will use a graphic organizer to prioritize tasks and manage time to complete assignments 3 out of 5 times.
5. The student will independently use a weekly planner to organize and manage time for completing homework assignments and projects. The student will successfully complete and turn in homework 4 out of 5 times.
6. The student will demonstrate improved time management skills by completing tasks in a timely manner and turning in assignments by the specified deadlines 4 out of 5 times.
Working Memory
Working memory is another crucial executive function skill that involves the ability to hold and manipulate information in one’s mind over short periods of time. It is essential for tasks such as following instructions, completing complex tasks, problem-solving, and decision-making.
Working memory involves several mental processes, including attention, concentration, retrieval of information from long-term memory, and the ability to prioritize and manage multiple pieces of information at once. It is a key component of cognitive functioning and plays a critical role in academic and professional success.
Sample Goals for Working Memory Improvement
1. The student will increase their working memory capacity by being able to accurately remember and recall a series of 8 numbers or letters in sequential order within 3 trials.
2. The student will improve their working memory by being able to follow multi-step directions without needing frequent repetition or reminders from the teacher, with 80% accuracy.
3. The student will demonstrate improved working memory by being able to accurately recall and sequence information from a passage read aloud by their teacher, with 90% accuracy.
4. Student will be able to solve math problems with multiple steps, accurately completing 7 out of 10 problems, as measured by teacher observation and data tracking.
5. When given a list of 10 items, the student will be able to recall and write down at least 8 items using the mnemonic strategy taught in class.
6. The student will demonstrate improved working memory skills by recalling and applying previously learned information effectively during classroom discussions and assignments on 4 out of 5 opportunities.
Self-Regulation
Self-regulation is an important component of executive functioning that involves the ability to regulate one’s thoughts, emotions, and behaviors in order to achieve goals, adapt to new situations, and control impulses. Starting with self-awareness, it also includes the ability to manage emotions, control attention and focus, inhibit inappropriate actions, plan and organize tasks, and monitor and evaluate one’s own performance. Self-regulation is essential for many aspects of daily life, including decision making, problem solving, and social interactions. It is also important for academic and professional success, as well as overall well-being.
Sample Self-Regulation Goals
1. By the end of the school year, the student will demonstrate the ability to identify and utilize at least three self-regulation strategies (such as deep breathing, taking a break, or positive self-talk) in 8 out of 10 observed instances.
2. By the end of each classroom activity, the student will independently complete a self-assessment checklist to indicate their level of focus and self-regulation, with 80% accuracy over a 2-week period.
3. The student will consistently use a visual timer to manage their time and complete tasks within the designated time frame, with prompts as needed, in 9 out of 10 observed instances.
4. The student will increase their awareness and control of emotions by identifying and appropriately expressing their feelings in 7 out of 10 opportunities, as measured by teacher observations over a 3-month period.
5. The student will engage in self-regulating activities (such as stretching exercises or sensory tools) for a designated period of time during transitions, with a decrease in disruptive behaviors during transitions over a 6-week period, as measured by behavior tracking data.
Initiation: Setting IEP Goals for Getting Started on Tasks
Task initiation is a significant component of executive functioning that involves the ability to start a task or activity without procrastination or distraction. It requires the ability to plan and organize the steps needed to complete the task, set goals and priorities, and manage time effectively.
Task initiation also involves being able to break a larger task into smaller, more manageable steps, and to monitor one’s progress and adjust as needed. This skill is essential for success in school, work, and daily life. Difficulty with task initiation can lead to problems with procrastination, disorganization, and difficulty completing tasks on time.
Examples of Goals for Task Initiation
1. The student will use a visual schedule to initiate and complete tasks within designated time frames without procrastination or avoidance behaviors in 4 out of 5 opportunities.
2. The student will independently initiate and complete tasks without multiple prompts or reminders at least 75% of the time.
3. The student will independently begin and complete tasks within the allotted time, without needing repeated prompts from teachers or support staff in at least 3 out of 5 opportunities.
4. The student will demonstrate improved ability to prioritize tasks and initiate work on high-priority assignments before beginning lower-priority tasks at least 70% of the time.
5. The student will develop strategies for breaking down tasks into manageable steps, and will independently initiate each step in a timely manner with a success rate of at least 60%.
6. By the end of the semester, when given a direction or assignment, the student will begin the task within 2 minutes without prompting from the special education teachers.
7. Within the next 3 months, the student will independently initiate and complete at least 3 out of 5 assigned tasks without procrastinating or needing reminders or encouragement from the teacher.
8. By the end of the school year, the student will improve task initiation by at least 50%, as measured by a decrease in the amount of time taken to begin tasks and an increase in the number of tasks initiated without prompting.
Impulse Control
Impulse control is another critical executive function skill that includes the ability to resist immediate temptations or urges and instead make thoughtful, well-considered decisions.
It involves being able to regulate emotions and behaviors, delay gratification, and consider the potential consequences of one’s actions. Impulse control is essential for managing stress, maintaining focus, and making choices that align with long-term goals and values.
It plays a role in various aspects of daily life, such as resisting distractions, managing impulsivity, and exhibiting self-discipline. Developing and honing impulse control skills is important for overall well-being and success in various areas of life.
Examples of Goals for Impulse Control
1. Given a frustrating task, the student will demonstrate improved impulse control by taking a deep breath and asking for help before losing control of emotions and/or behavior, as measured by teacher observations over a 6-week period.
2. When faced with a situation that typically triggers impulsive behavior, the student will independently use a strategy (e.g. counting to 10, using a fidget tool) to regulate emotions and prevent impulsive actions, as documented through self-monitoring logs for 4 consecutive weeks.
3. During group activities, the student will show improved impulse control by waiting their turn to speak and not interrupting others, as evidenced by pre- and post-observation data collected by teacher over a 6-week period.
4. The student will demonstrate improved impulse control by utilizing coping strategies to regulate emotional responses and impulsive behaviors in various academic and social settings in at least 80% of opportunities.
5. By the end of the term, when given a frustrating task, the student will utilize a self-calming strategy (e.g. deep breathing or counting to 10) within 3 minutes of the onset of frustration in 8 out of 10 opportunities as measured by teacher observation and data collection.
6. Over the course of the semester, the student will decrease the frequency of impulsive outbursts in the classroom from 5 times per day to 2 times per day as measured by behavior tracking and teacher observation.
7. By the end of the school year, the student will demonstrate improved impulse control by raising their hand and waiting to be called on before speaking in class, increasing from 30% of the time to 80% of the time as measured by teacher observation and data collection.
Problem-Solving
Problem-solving skills are crucial for academic success and includes identifying problems, evaluating potential solutions, making decisions, and implementing and evaluating the chosen solution. It involves critical thinking, creativity, and persistence to overcome challenges and achieve desired outcomes. Strong problem-solving skills can lead to effective decision-making, improved productivity, and successful achievement of goals.
Examples Goals for Problem-Solving
1. The student will demonstrate improved problem-solving skills by independently generating and evaluating solutions to academic and social challenges in 4 out of 5 opportunities as measured through role-playing and teacher observation.
2. By the end of the school year, when presented with a math word problem, the student will independently and accurately solve 3 out of 4 multi-step word problems, as measured by teacher observation and student work samples.
3. The student will use self-regulation techniques to manage impulsive behaviors and make thoughtful decisions in academic and social situations in at least 60% of opportunities.
4. By the end of the semester, the student will use a problem-solving checklist to break down and systematically solve at least 3 out of 5 complex problems presented in the science class, as measured by teacher observation and student self-assessment.
5. When presented with a social situation that requires problem-solving, the student will accurately identify the problem, generate at least 2 possible solutions, and evaluate the effectiveness of each solution in 8 out of 10 scenarios, as measured through role-playing and teacher observation.
Developing Effective IEP Goals and Accommodations
When creating Individualized Education Program (IEP) goals for students with executive functioning deficits, it is essential to tailor them to address their individual needs. Customized IEP goals are crucial for addressing the specific challenges faced by each student, ensuring that they receive the necessary support to thrive academically.
Creating Customized IEP Goals for Individual Student Needs
Each student with executive functioning deficits may exhibit varying degrees of challenges in the areas listed above. Therefore, creating customized IEP goals involves identifying the specific deficits and formulating measurable objectives to target each student’s unique needs.
By tailoring the goals to the individual student, educators can effectively address their executive functioning challenges and support their academic growth.
Accommodations to Support Executive Functioning
Accommodations play a crucial role in supporting students in achieving their goals. These accommodations may include providing visual supports, utilizing graphic organizers, and implementing reminder systems to aid the student in managing their time, organizing tasks, and enhancing their working memory.
Each accommodation is designed to align with the student’s goals, providing the necessary support to help them overcome their executive functioning challenges and succeed academically.
Implementing and Monitoring Executive Functioning IEP Goals
Implementing and monitoring Individualized Education Program (IEP) goals for executive functioning involves collaborative efforts between teachers and parents. This partnership ensures that the goals are consistently addressed both at school and home, facilitating the student’s overall progress and skill development.
Teacher and Parental Collaboration for IEP Goal Implementation
Collaboration between teachers and parents is crucial for successful implementation an IEP. Meetings, regular communication, and sharing of progress updates enable both parties to provide consistent support and reinforcement of executive function skills, fostering the student’s growth and development.
Involving Students in the IEP Process
Involving students in IEP creation empowers them to take ownership of their progress. Engaging students in the goal-setting process encourages self-awareness and accountability, leading to heightened motivation and commitment to achieving their identified objectives.
Measuring and Monitoring Progress
Measuring and monitoring the progress towards goals involves regular assessment and documentation of each student’s performance.
Through ongoing observation and data collection, educators can accurately track students’ advancements, address any challenges, and make necessary adjustments to support their continued growth.
Addressing Challenges in Achieving IEP Goals
Challenges in achieving executive functioning IEP goals may arise due to various factors such as environmental influences, individual learning differences, or unforeseen obstacles.
Identifying and addressing these challenges through collaborative problem-solving efforts can enhance the effectiveness of the support provided, ensuring that the student remains on a path towards achieving their executive functioning goals.
Final Thoughts
IEP goals for executive functioning are vital for students who struggle with organization, time management, and problem-solving skills. These goals should be individualized and specific to the student’s needs in order to effectively support their learning and academic success.
By setting clear and measurable objectives, educators and support staff can provide the necessary interventions and accommodations to help students improve their executive functioning skills and thrive in the academic environment.
Ongoing monitoring and assessment of these goals are also crucial to ensure that students are making progress and receiving the support they need. Overall, IEP goals for executive functioning play a critical role in promoting the academic and personal development of students with executive functioning challenges.
About the Author
Dane Furfaro is a Licensed Professional Clinical Counselor and has worked with children in schools for over 10 years. He has a bachelor’s degree in Psychology from Concordia College and a master’s degree in Educational Psychology with a specialization in counseling from the University of Minnesota. He has been fortunate to empower many students and families in their journeys to create better futures for themselves.
