IEP Goals for Social Skills
IEP goals are an essential part of a child’s individualized education program, and for elementary students, the development of social skills is crucial for their overall growth and integration.
These goals are designed to target specific areas of social communication, interaction, and emotional regulation.
By setting measurable and achievable objectives, educators and parents can work together to support each child’s unique needs. In this article, you will find an overview of social skills and how they can fit into a child’s IEP, as well as an IEP goal bank for social skills.
Importance of Social Skills in IEP Goals
Social emotional learning (SEL) is a developmental process that plays a crucial role in a child’s life, impacting their ability to engage in appropriate social interactions with peers and adults.
Social skills enable them to communicate effectively and develop relationship skills such as taking turns, respecting personal space, and working cooperatively.
The IEP goals for social skills aim to enhance the child’s social-emotional well-being, ensuring they can navigate social situations with confidence.
Setting Measurable IEP Goals for Social Skills
When setting IEP goals for social skills, it’s important to be specific and measurable.
For example, objectives may include the child initiating interactions with peers, demonstrating appropriate communication skills in various scenarios, or engaging in cooperative learning activities.
The goals are often tailored to the child’s unique needs, providing them with the necessary support to thrive in social situations.
Properly defined and measurable objectives help educators and parents work together to enhance the child’s social and emotional well-being.
Defining IEP Goals
Individualized Education Program (IEP) goals are specific and measurable targets set to address a student’s needs in a special education, mainstream, and/or home setting.
These goals are tailored to the child’s requirements, providing a roadmap for achieving progress in various areas, including social skills, academic achievements, executive functioning, and behavior management.
For social skills, IEP goals focus on fostering meaningful interactions, enhancing communication, and promoting social-emotional development.
Defining Social Skills
Social skills encompass a range of abilities that enable individuals to engage in appropriate social interactions with peers and adults.
These include turn-taking skills, respecting personal space, effective communication, and the ability to work cooperatively. Developing social skills is vital for a child’s integration, confidence, and empathy, allowing them to navigate social situations with ease.
Developing IEP Goals for Social Skills
When developing IEP goals for social skills, it is essential to consider the specific social and emotional opportunities for growth of the individual student.
These needs can vary greatly and may include challenges in initiating interactions, demonstrating appropriate communication skills, or engaging in cooperative learning activities.
By identifying these emerging skills, educators and parents can create targeted goals that address the unique requirements of the student, fostering their social and emotional development.
Examples of IEP Goals for Social Skills
Examples of goals for social skills may include enhancing social communication in grade-specific settings, promoting social-emotional skills through the use of social stories, or encouraging the student to work cooperatively with others in a variety of learning activities.
The following are examples that illustrate the diverse nature of social skills and the importance of tailoring goals to the individual needs of each student.
Communication Goals
1. By the end of grading period, the student will consistently use appropriate eye contact and body language when engaging in conversation with peers, adults, and familiar individuals, as evidenced by teacher observation and data collection.
2. By the end of the semester, the student will increase their expressive language skills by using at least 3 new vocabulary words per week in social interactions.
3. By the end of the IEP period, the student will demonstrate improved social communication skills by initiating and maintaining conversations with peers for at least 5 minutes during structured social activities.
4. By the end of the school year, the student will improve their receptive language skills by following 3-step directions in the classroom with at least 80% accuracy.
5. By the end of the semester, when given a visual schedule, the student will independently use a communication device to request items needed for each activity at least 80% of the time.
6. By the end of the school year, the student will participate in a small group discussion by initiating and responding to questions, contributing relevant information, and staying on topic for at least 10 minutes, with minimal prompts from the teacher.
7. By the end of the school year, the student will independently communicate their needs and wants using at least 10 functional words or phrases.
Empathy
1. By the end of the semester, the student will be able to identify and describe at least three different emotions experienced by others in various social situations.
2. By the end of the quarter, the student will actively participate in a group discussion about a current event, demonstrating an understanding of others’ perspectives and emotions related to the topic.
3. By the end of the school year, the student will demonstrate empathy by initiating and maintaining at least two positive interactions with peers who are experiencing difficult situations or emotions.
4. By the end of the IEP period, when presented with a social scenario where a peer is experiencing a challenging situation, such as being left out of a group activity, the student will demonstrate empathy by offering emotional support or assistance in resolving the issue in 4 out of 5 opportunities as measured by teacher observation and social skills assessments.
Sharing and Respect
1. Over the course of the school year, the student will demonstrate respect for personal space by keeping a distance of at least 3 feet when interacting with peers and adults in 90% of observed instances.
2. By the end of the semester, the student will engage in appropriate turn-taking in conversations with peers and adults by waiting for a pause in conversation and not interrupting in 80% of opportunities.
3. Over the next nine months, the student will demonstrate respect for others’ belongings by refraining from touching or taking items without permission in 9 out of 10 instances.
4. By the end of the school year, when given a group activity, the student will share materials and take turns with peers at least 80% of the time, as measured by teacher observation.
5. By the end of the school year, when working in a small group setting, the student will demonstrate increased patience and respect by waiting their turn to speak without interrupting others at least 80% of the time as measured by teacher observations.
6. By the end of the semester, when faced with a challenging situation, the student will demonstrate improved patience and respect by taking deep breaths and counting to 10 before reacting, as evidenced by a reduction in instances of disrespectful behavior documented by school staff.
7. Over the course of the semester, the student will demonstrate respect for others by sharing their personal belongings with peers during cooperative learning activities, with minimal prompting from the teacher, in at least 4 out of 5 trials.
Listening
1. By the end of the school year, when given verbal instructions, the student will demonstrate improved listening skills by accurately completing tasks without needing repetition or clarification 80% of the time.
2. Over the course of six months, the student will improve their ability to listen and attend to classroom discussions by actively participating in class discussions and asking relevant questions at least three times per week.
3. By the end of the semester, the student will demonstrate improved listening skills during small group activities by following multi-step directions and accurately completing tasks without needing additional support 90% of the time.
4. Over the course of nine months, the student will improve their ability to listen and comprehend spoken information by summarizing key points from lectures or presentations with 80% accuracy on at least three different topics.
5. By the end of the school year, the student will demonstrate improved listening skills by maintaining eye contact, actively listening, and responding appropriately during one-on-one conversations with peers and adults in 90% of observed opportunities.
Conflict Resolution
1. Over the next six months, the student will independently use “I feel” statements to express their feelings and concerns during conflicts with peers in at least three documented instances.
2. By the end of the semester, the student will participate in a structured group discussion on conflict resolution and contribute at least three meaningful and respectful solutions to a hypothetical conflict scenario.
3. Over the next grading period, the student will initiate at least two non-confrontational conversations with peers to address ongoing conflicts and work towards finding a resolution.
4. Over the next nine weeks, the student will successfully participate in a restorative justice circle and demonstrate understanding and empathy towards the perspectives of others involved in a conflict.
5. By the end of the school year, when faced with a conflict, the student will demonstrate the ability to take three deep breaths and use positive self-talk to manage their emotions in 8 out of 10 observed instances.
6. By the end of the semester, when presented with a disagreement, the student will be able to identify their feelings and express them calmly and assertively, without acting aggressively or displaying passive-aggressive behavior, in 80% of observed conflicts.
Implementing and Monitoring IEP Goals
Once the IEP goals for social skills have been defined, the next crucial step is implementing them effectively.
General strategies for implementing these goals involve creating a supportive and inclusive environment within the educational setting.
Educators and support staff should collaborate to ensure that the necessary resources and accommodations are in place to facilitate the achievement of the set goals.
Strategies for Implementing IEP Goals
Implementing IEP goals for social skills may involve incorporating targeted interventions during classroom activities and structured social settings.
Providing opportunities for the student to practice and apply their social skills in real-life scenarios is also essential.
This can include role-playing exercises, social story sessions, and group practice centered around social interactions. Utilizing evidence-based practices and individualized strategies can significantly impact the effectiveness of intervention.
Monitoring Progress and Adjusting Goals
Monitoring the progress of IEP goals for social skills is crucial for ensuring that the interventions are yielding the desired results.
Educators and support teams should regularly collect data, conduct observations, and communicate with the child and the parents to assess the student’s progress.
Based on the collected information, adjustments to the goals or implementation strategies may be necessary to best support the student’s social and emotional development.
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.
The content on this website does not aim to diagnose, treat, or prevent any form of medical condition and is not meant as personalized medical/psychological guidance. It is important that you consult a qualified healthcare professional before making any decisions regarding your own and your family’s health and medical treatments.
