social problem solving iep goals

100+ Social-Emotional Skills IEP Goals [The Complete List]

The goal of social-emotional learning is for students to develop five core competencies :

• Self-Awareness
• Social Awareness
• Self-Management
• Relationship Skills
• Responsible Decision-Making

When equipped with these competencies, children are better prepared to socialize productively and manage their emotions . Social-emotional skills carry through into adulthood, which is why it's so important for educators to teach them from a young age.

Trauma, anxiety, and behavioral disorders can impact a child's mental health in profoundly adverse ways, more so if that child lacks one or more SEL competencies.

Some children need more time to develop social-emotional skills than others. It’s essential that you create a learning plan for these students to track their progress. Incorporating SEL goals into a behavioral IEP lets you focus your attention on a student’s most pressing needs.

Here is a list of over 100 social-emotional IEP goals curated by our experts at Positive Action to get you started.

Self-Awareness/Emotional Regulation

Goal: ________ will identify and manage feelings (i.e., anger, anxiety, stress, frustration) on a daily basis with ________ frequency as measured by ________ .

Objectives:

• Relate situations in which one experiences a given emotion.
• Say NO to an inappropriate request.
• Accept NO for an answer.
• Recognize signs of frustration.
• Manage unreasonable fears.
• Identify appropriate ways to convey emotions like pleasure and anger.
• Practice ways to reduce anxiety and stress in real and simulated situations.

Goal: ________ will identify and express feelings/strengths about self and others with ________ frequency, (independent of teacher prompts and redirections) as measured by ________.

• Make positive statements about one’s qualities and achievements.
• Identify one’s areas of improvement.
• Name things one likes and dislikes about oneself .
• Show understanding of another's feelings.
• Identify other people’s accomplishments.

Goal: ________ will identify his level of anxiety and use a strategy to reduce his anxiety 50% of the time.

• Identify the level of his anxiety.
• Select an appropriate strategy to alleviate anxiety.
• Practice a strategy to reduce anxiety.
• Problem-Solving Skills

Goal: ________ will make appropriate decisions on a daily basis with ________ frequency as measured by ________ (teacher observation, checklist, anecdotal records, behavior checklist, self-evaluation, etc.).

• Collect necessary information to make decisions.
• Identify options available in making a decision.
• Determine which decisions can be made individually and which would require support from others.
• Identify the short- and long-term impact of various decisions.
• Choose solutions that best meet one’s needs.
• Arrange problems by importance.
• Follow through with a plan or modify the plan to meet goals.
• Voluntarily accept responsibility for one’s own behavior without making excuses.
• Say NO to unreasonable requests.

Alternatives to Conflict

Goal: ________ will manage conflicts on a daily basis with ________ frequency, independent of teacher support, with teacher support as measured by ________ (teacher observation, checklist, anecdotal records, behavior checklist, self evaluation, etc.).

• Distinguish which behaviors and language are acceptable and unacceptable.
• Identify situations that may lead to conflict.
• Constructively handle situations that may lead to conflict.
• Ask for assistance to resolve a conflict after an independent attempt.
• Appropriately state angry feelings to the person involved.
• Control one’s temper in conflict situations.
• Respond appropriately to peer pressure.
• School/Classroom Skills

Goal: ________ will control impulsive behavior with ________ frequency as measured by ________.

• Demonstrate difference between impulsive and self-controlled behavior.
• Practice self-controlled behaviors in real or simulated situations.
• Identify potential consequences of impulsive behavior in real and simulated situations.

Goal: ________ will remain on task and work independently with ________ frequency as measured by ________.

• Ignore distractions while completing independent work.
• Work steadily with attention focused on the task.
• Stay on task when adults enter or leave the classroom.
• Independently begin tasks from a prearranged schedule.
• Attempt to independently resolve problems with an assignment before asking for help.

Goal: ________ will follow directions given by teacher or staff or other adults with ________ frequency as measured by ________.

• Follow the verbal direction in a timely manner.
• Read and follow written directions in a timely manner and with cooperation.
• Comply with timeout requests near or at own desk.
• Comply with teacher requests within reasonable time span.
• Follow classroom rules when lead teacher is not present.
• Recognize inability to understand directions and seek clarification or assistance before proceeding with task.
• Demonstrate knowledge of class rules by complying with rules during class time.

Goal: ________ will display productive school behavior on a daily basis with ________ frequency as measured by ________.

• Attend school consistently.
• Attend all scheduled appointments regularly and promptly.
• Complete assigned work on a daily basis.
• Attempt tasks that may be considered challenging and be willing to take a risk with new material.
• Accept correction appropriately.
• Adapt effectively to change (e.g. assemblies, fire drills, schedule changes, seat assignments, new students or exiting students).
• Ask for help when needed.
• Volunteer an answer to the teachers question in a voice tone, volume and physical manner appropriate to the situation.
• Use appropriate language.
• Identify and follow rules in the lunchroom, bathroom, halls, and bus.

Goal: ________ will engage in appropriate group activity (play, academics, classroom discussion, etc.) with ________ frequency as measured by ________.

• Use appropriate phrases (such as "please” and “thank you").
• Lead or present to group (e.g., present oral reports, initiate group activity).
• Participate in a discussion led by the teacher by listening, raising hand, and waiting to be recognized.
• Wait quietly and respectfully while others are speaking.
• Ask permission if wanting to give or receive physical contact (ex. hug).

Goal: ________ will respect property of others and school property according to classroom and/or school rules with ________ frequency as measured by ________.

• Ask permission to use another's property.
• Demonstrate correct use of classroom equipment and materials.
• Use and return borrowed items to the owner in original condition.
• Distinguish someone else's property from one’s own.
• Return all equipment to the proper storage place.
• Transportation and Public Conduct

Goal: ________ will use appropriate behaviors while riding a vehicle (ex., bus) with ________ frequency as measured by ________.

• Remain in seat with the seat belt fastened while the bus is in motion.
• Keep hands and feet to self and inside the vehicle.
• Speak in appropriate language, volume, tone or voice.
• Respect rights and property of others on the bus.
• Comply with the bus driver's directions.
• Social/Interpersonal Skills

Goal: ________ will increase conversation skills to stick to the topic at hand.

Objectives: Identify what happened first, in the middle, and last regarding a previously read story, past event, or situation.

State the main idea of the story, video, or situation 4/5 opportunities to do so.

Goal: ________ will develop social understanding skills as measured by the benchmarks listed below.

Objectives: Engage in appropriate turn-taking skills by attending to peer’s turn and waiting for one’s own turn 4/5 opportunities to do so.

Work cooperatively with peers in small group settings (ex., share materials, allow peers to share different thoughts) 4/5 opportunities to do so.

Raise their hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so.

Goal: ________ will increase social-emotional skills as measured by the benchmarks listed below.

Objectives: Identify various simple emotional states in self 4/5 opportunities to do so.

State what would be an appropriate response to a particular emotional state 4/5 opportunities to do so.

State why a person might be feeling a particular emotion 4/5 opportunities to do so.

Goal: ________ will demonstrate appropriate play skills, peer relations, cooperative learning and assertiveness with ________ (frequency) as measured by ________.

• Learn and follow the rules when playing an organized game.
• Engage in cooperative play with at least one other peer.
• Display effort in a competitive game situation.
• Use assertive behavior in resisting harmful peer pressure.
• Take appropriate action in supporting a person whose rights are being violated.
• Refrain from interrupting others in conversation.
• Wait his/her turn in games or activities.
• Appropriately express feelings when wronged.
• Identify aggressive, assertive, and passive behaviors and styles.
• Accept responsibility for changing own behaviors.
• Practice assertiveness skills in real and simulated situations.
• Engage in appropriate behavior when confronted with inappropriate behavior.
• Handle defeat in a competitive game situation by congratulating the winner without grumbling or engaging in other negative behaviors.
• Identify appropriate behavior when presented with real or simulated situations involving peer pressure.

Other Sample IEP Goals without Objectives

Social skills/life skills/emotional regulation.

During unstructured play times, ________ will interact with peers in an appropriate manner by maintaining personal space and a respectful voice for an average 80% of intervals, measured over a two-week period.

When given scenarios of social conflicts, ________ will demonstrate problem-solving skills by identifying the problem and generating two solutions appropriate to the situation in 4/5 trials, as measured by data collection.

During recess, ________ will initiate and begin a back-and-forth conversation exchange (for example, greeting and asking about a shared interest, such as a TV show, or asking if the peer enjoys crafts/art) with one of the previously identified classmates independently with 80% success across 3 consecutive weeks.

________ will acquire two new social skills per quarter to a level of ________ % accuracy including initiating conversations with peers and adults, participating in turn-taking during structured activities and recognizing positive social interactions.

Given direct instruction and visual supports, ________ will obtain two new life skills per quarter, including bathroom and hygiene routines. He/She will perform the skill independently to a level of 70% accuracy.

________ will increase his/her social communication skills by refining four skills including requesting help and using pictures or words in order to have basic needs met 3 out of 5 opportunities to do so.

________ will increase his independent work time by completing one task with one or fewer adult prompts 3 out of 5 opportunities to do so.

________ will demonstrate the accurate use and understanding of statements and questions by increasing the accurate use of these sentence forms 4 out of 5 opportunities to do so.

In the classroom environment, ________ will utilize positive self-talk and coping strategies to handle stressful situations or work demands in which he/she manifests anxious or withdrawn behavior (i.e. putting head down, saying he/she can't do something), demonstrated by engaging in the 30-minute activity or situation in a calm and positive manner with one prompt on 2/3 occasions.

When ________ becomes upset, frustrated, or angry, he will use a self-regulation/coping strategy (movement break, deep breathing, quiet space break, deep pressure/heavy work activity, etc.) to avoid engaging in unexpected behavior, with one reminder, on 4 out of 5 opportunities, as measured by observations and documentation.

When given a frustrating situation (i.e. undesired task, demand, and/or undesired peer behavior), with one prompt ________ will utilize coping strategies (i.e. take a break, deep breaths, etc.) and return to and remain on task with a calm body and mind for a minimum of 10 minutes with an average of 95% over 8 consecutive school weeks, across all classroom environments.

________ will refrain from physical aggression (i.e. kicking, hitting, pushing, tripping) across all environments in school, for 4 consecutive weeks, with all adults and children as measured by event data.

Through the use of Self-Monitoring checklists, ________ will reduce instances of passive non-compliance (becomes purposely and increasingly distracted through ignoring tasks, demands, or staff directives) to an average of 20% of intervals or less, both across all educational environments and within each educational environment, as measured across a one week period.

________ will demonstrate the ability to recognize expected and unexpected behaviors as well as rate his own behavior as part of his self-monitoring system with 80% accuracy as compared to teacher ratings of behavior.

________ will allow themselves to be mad or frustrated without hurting 90% of observed opportunities.

If you believe that SEL will benefit your students , talk to your fellow teachers and your school’s leadership about adopting Positive Action as part of your social-skills program .

If you’d like to learn more about how Positive Action program can help your school or district contact us here .

References:

IEP Goals and Objectives Bank (Redmond, Oregon). Retrieved from here .

National Association of Special Education Teachers. Examples of IEP Goals and Objectives: Suggestions for Students with Autism. Retrieved from here .

Rhode Island Department of Education. Examples of IEP Goals for Social and Emotional Skills and Learning. Retrieved from here .

Smithey, Ashley. IEP Goal Bank. Retrieved from here .

Social Emotional Goals. Retrieved from here .

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10 Problem Solving IEP Goals for Real Life

Written by:

  Rebekah Pierce

Filed under: IEPs , Executive Functioning , Problem Solving

READING TIME:  ~ minutes

We all have problems – but when it comes to solving problems, how good is your child at solving them?

For many parents and teachers who work with children with executive functioning issues, it quickly becomes clear that problem-solving is essential for succeeding in school and the workplace.

Problem-solving not only requires being able to identify when a problem exists, but also being able to come up with reasonable solutions to fix them.

If you’re planning on writing IEP goals that address problem-solving skills, this post should serve as a helpful starting place.

What is Problem Solving?

Problem-solving is simply our ability to identify and describe a problem and then come up with solutions to resolve it.

What exactly defines “a problem”?” It’s any time you want something and there is something that stands in the way, in essence. When you have good problem-solving skills, you are able to evaluate this problem and figure out possible steps forward.

As is the case with all other executive functioning skills, including task initiation and organization, a child’s ability to problem solve relates closely to other executive functioning skills.

Ask yourself the following questions to figure out whether problem-solving is an area that needs some work in your child:

• Can he or she complete games and puzzles to accomplish a goal?
• Is he or she able to identify all parts of a problem, including where it originated and why?
• Can your child break apart a larger problem into smaller parts? Can the student identify problems in many different contexts, like work versus school versus social contexts?
• Will your child seek guidance from others when looking for help in solving a problem?
• Does the child persist in coming up with new strategies when the original ones are not successful?

Being a good problem solver doesn’t just come down to being able to “figure things out” in real life. A child who struggles with problem-solving skills may also develop problem behaviors. They might talk back, demonstrate aggression, or engage in other self-destructive behaviors when frustrated with a challenging task.

Therefore, coming up with IEP goals that address this “problem” of not being able to solve problems head-on is essential.

Sample IEP Goals for Problem Solving

Here are a few sample IEP goals for problem-solving to give you some inspiration.

Adaptive Goals

• By the end of the school year, when given a written scenario in which a problem needs to be solved, the student will provide two appropriate solutions with 80% accuracy in 4 out of 5 opportunities, according to teacher observation.
• By the end of the school year, the student will practice problem-solving techniques when dealing with personal or school experiences 100% of the time, according to teacher observation.

Social Goals

• By the end of the IEP term, when given pre-taught behavioral strategies to decrease or avoid escalating behaviors, the students will complete at least one activity with positive behavioral results, according to teacher observation.
• By the end of the school year, the student will solve problems by apologizing in conflict situations 90% of the time, based on teacher observation.

Reading Goals

• By the end of the IEP term, when presented with text at his instructional level, the student will use context clues to determine the meaning of unknown words with 80% accuracy, as measured by written work samples.
• By the end of the school year, the students will read a short story and answer who, what, where, why, and how questions with 90% accuracy in four out of five recorded opportunities, based on teacher observation.
• By the end of the IEP term, when given a word problem, the student will independently determine which operation is to be used with 100% accuracy on 4 out of 5 trials, measured quarterly by teacher observation.
• By the end of the school year, the student will independently solve two-step word problems (mixed addition and subtraction) with 100% accuracy on 4 out of 5 trials based on teacher observation.

Writing Goals

• By the end of the school year, when given a writing assignment, the student will independently create a keyword outline that includes the main topic and three supporting points as a basis for the essay, based on a rubric, 90% of the time.
• By the end of the IEP term, the student will create five-paragraph essays with proper essay structure that clearly address a question in an assignment, based on a rubric, 100% of the time.

Tips on Setting Goals for Problem Solving

Here are a few tips to help you come up with effective goals that work toward better problem-solving skills.

Do a Behavioral Observation

Behavioral observations can be useful for identifying all kinds of skills deficits, but particularly in the area of problem-solving. Take the time to sit down and observe the child at work.

What do they do when they encounter a problem? What are their strengths and weaknesses? What are they able to solve independently – and in what areas do they consistently require support?

A skills assessment can also be helpful. The Real Life Executive Functioning Skills Assessment is a great place to start, since it will help you see where your child is struggling in particular.

Get the Whole Team Involved

Writing problem-solving goals should not be an independent process. It should involve all members of your child’s care team, including family members, coaches, teachers, and other professionals. You’ll need their input to see if the child is struggling with problem-solving across the board, or just in one or two isolated areas.

Play to Their Interests

Motivation plays a major role in teaching new executive functioning skills so do your best to make sure your student stays motivated! Incorporate their favorite activities into learning and have conversations about your child’s favorite movie character, sports figure, or other celebrities. What sorts of problems have they encountered? How did the person solve these problems successfully?

Try Role Playing

Give your child the opportunity to practice his new problem-solving skills in every walk of life. Using role-play cards that prompt your child to solve problems in certain situations (like when you have a large homework assignment due tomorrow or even something as simple as you don’t know what to eat) is highly effective. You can find templates and helpful examples for how to get started with these scenarios in the Real Life Executive Functioning Workbook (coupon code LSA20 for 20% off at checkout).

Try the IDEAL Method

The IDEAL Method is one strategy you can use to help your child become a better problem solver. This method can be used while you are working toward any of the sample goals listed above (or any that you come up with on your own). You can learn more about it here and in the Real Life Executive Functioning Workbook .

Know When to Ask For Help

None of us is an island. We all need help from time to time. Knowing when – and who – to ask for help is essential. Encourage your child to brainstorm a list of people who can help in a pinch and be sure to try the Phone a Friend exercise in the Real Life Executive Functioning Workbook.

How to Address Each Goal

When working on problem-solving skills, the most important thing to remember is that you need to be focused on other areas in which your child struggles, too.

Problem-solving is often viewed as a collection of executive functioning skills rather than one individual skill. To help your child become better at solving problems, he needs to develop other executive functioning skills as well.

Problem-solving requires the ability to evaluate and outline different strategies – aka, planning. They need to be able to take action – task initiation. They might also need to use attentional control, organization, and time management skills. A holistic approach to addressing these problem-solving goals is essential.

Our Executive Functioning Assessment is a great place to start. It will show you where your child is at and what they need in order to improve. This assessment isn’t just for teachers – it’s also a helpful resource for parents, administrators, and even the student himself or herself.

Problem Solved! Here’s How to Write the Best Problem-Solving IEP Goals

If you find the process of writing IEP goals for problem-solving to be…well, a major problem, then you need to consider these tips. If you aren’t sure where to start, get organized! Start by giving your student the Executive Functioning Assessment and use the Real Life Executive Functioning Workbook as a guide to help point you in the direction of what skills to target.

Start by writing down what you want them to be able to do. Be as specific as possible, and use terms that your student can understand.

Once you have a good list of goals, work on breaking them down into smaller steps that will help your student reach their ultimate goal.

Remember to make sure these steps are achievable, measurable, and time-based so you can track your student’s progress and give them the support they need along the way.

Problem solved!

Looking For More Executive Functioning IEP Goal Ideas?

Visit our EF IEP Goal Resource Hub or check out our other skill-specific IEP goal articles:

• 8 Impulse Control IEP Goals
• 8 Attentional Control IEP Goals
• 8 Self-Monitoring IEP Goals
• 10 Problem Solving IEP Goals
• 10 Working Memory IEP Goals
• 9 Emotional Control IEP Goals
• 7 Cognitive Flexibility IEP Goals
• 10 Organization IEP Goals
• 12 Task Initiation IEP Goals
• 10 Time Management IEP Goals
• 15 Planning IEP Goals

Further Reading

• Amy Sippl: Executive Functioning Skills 101: Problem-Solving
• Amy Sippl: Teaching the IDEAL Problem-Solving Method to Diverse Learners
• Amy Sippl: Problem-Solving: Long-Term Strategies & Supports For Diverse Learners

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About The Author

Rebekah pierce.

Rebekah is a New York writer and teacher who specializes in writing in the education, gardening, health, and natural food niches. In addition to teaching and writing, she also owns a farm and is the author of the blog J&R Pierce Family Farm .

Related Posts

Executive functioning in the kitchen: 10 simple strategies to reduce stress in the kitchen, how to overcome procrastination guilt, 16 tips to customize a to-do list for any learner, how to teach your teen to use self-monitoring, how to make school more executive function friendly, 6 effective strategies for getting organized in the new year.

Life Skills Advocate is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Some of the links in this post may be Amazon.com affiliate links, which means if you make a purchase, Life Skills Advocate will earn a commission. However, we only promote products we actually use or those which have been vetted by the greater community of families and professionals who support individuals with diverse learning needs.

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Social Emotional IEP Goals

What do social emotional iep goals look like.

Social Emotional Learning (SEL) is valuable for all students, and while a majority of students respond well to Tier 1 SEL lessons, others will benefit from the additional support of Social Emotional IEP goals written into behavioral plans.

IEP goals are typically generalized, leaving room for the educator to customize them. While you may draft an IEP from a standard menu of student goals, you will need to insert the individual’s name , and carefully consider the expected frequency for performing the goal (how often or with what percentage of accuracy the student demonstrates the objective) as well as the tool for measuring or observing performance (checklist, notes, activities, evaluations, etc.). Keep in mind that this will be different for each student based on his or her ability, and it may also be necessary to adjust the IEP goals when the evaluation period ends or the IEP is up for review or renewal.

As you develop IEP goals for social emotional learning, it’s important to remember that they must be achievable and measurable. When this is done well, a goal is often referred to as SMART : Specific, Measurable, Attainable, Results-oriented, and Time-bound. List clear expectations for what will qualify as successfully performing and achieving a specific goal and include activities that measure and demonstrate each specific objective.

Social Emotional IEP Goal Bank

We understand that you want to provide your students with the greatest possible chance for success in meeting their IEP goals. To help out, we’ve assembled a list of 10 frequently cited Social Emotional IEP goals as well as actionable objectives to include with them. Best of all, we’ve linked ready to go lessons and printables to each objective and provide additional resource suggestions to extend learning, giving you time to spend with your students instead of with their paperwork.

When you’re done writing, be sure to download our printable progress monitoring form to help keep your data organized.

Feelings Goals

___________ will identify and manage feelings(i.e., anger, anxiety, stress, frustration) with ___________ frequency as measured by ___________.

Actionable Objectives:

• Identifies the emotional response to a given situation
• Describes feelings or mood when prompted
• Practices calming strategies to regulate emotion
• Practices methods to reduce anxiety and stress
• Manages frustration appropriately

 ___________ will independently identify and express feelings with ___________ frequency, as measured by ___________.

• Recognizes and produces appropriate facial expressions for a variety of emotions
• Displays appropriate responses in given situations
• Responds appropriately to frustration and disappointment

Additional Support for Feelings Goals:

Looking for more ways to explore feelings with your students? Check out Zoo Academy , our game that provides students with many scenes that explore identifying, managing, and expressing their feelings, such as this one in the Feelings Garden:

Mr. Greene helps players and other students explore the garden, where unique flowers look like animals and people. Players will look at the different flowers’ facial expressions and body language and identify which emotions they portray. Players will also hear and view an animated song showing the physical symptoms that come with different emotions, like a flipping stomach for feeling scared or a hot face when angry.

Self Regulation IEP Goals

 ___________ will demonstrate self regulation with ___________ frequency as measured by ___________.

• Adapts effectively to change
• Manages Disappointment
• Uses strategies to manage emotions
• Maintains focus on assigned task
• Displays flexible thinking

Communication Goals

___________ will demonstrate appropriate verbal and nonverbal communication and conversation with ___________ frequency as measured by___________.

• Identifies appropriate topics for conversation
• Expresses feelings through nonverbal cues
• Correctly interprets nonverbal communication
• Practices appropriate tone of voice when communicating
• Maintains focus during conversation
• Demonstrates self control in conversations

Additional Support for Communication Goals:

If you’re looking for another fun and interactive experience for developing communication, your students will love using puppets in the virtual classrooms of Zoo U to practice tone, voice, and body language while exploring a range of emotions!

Responsibility Goals

 ___________ will control impulsive behavior with ___________ frequency as measured by ___________.

• Identifies impulsive and controlled behaviors
• Defines the differences between impulsive and controlled behavior
• Identifies the consequences of impulsive behavior

 ___________ will make appropriate decisions with ___________ frequency as measured by ___________.

• Takes a voluntary break to manage emotions
• Apologizes when actions injure/infringe upon others
• Describes possible consequences of decisions
• Reflects on behavior

Additional Support for Responsibility Goals:

Accepting responsibility can be hard, and Ellen Javernick’s What If Everybody Did That? gives students space to practice and reflect on the power of making good choices.

Peer Relationships Goals

___________ will demonstrate appropriate assertiveness and engagement in play and cooperative learning with peers with ___________frequency as measured by ___________. 

• Initiate conversations with peers
• Expresses appreciation appropriately
• Expresses verbal support to peers
• Works with peers towards shared goal
• Identifies appropriate behavior when presented with situations involving peer pressure
• Seeks assistance to solve problems with peers when appropriate
• Seeks opportunities to engage with peers

___________ will engage in appropriate group discussions and activities with ___________ frequency as measured by ___________.

• Identifies positive social behaviors
• Listens respectfully to the opinions of others
• Makes positive statements about the qualities and accomplishments of others
• Respects physical boundaries of others

Additional Support for Peer Relationships Goals:

Making friends and maintaining positive peer relationships is at the heart of Social-Emotional Learning! Whether your students need extra help with joining in with the group or cooperating with friends, they’ll love making a personalized social story comic book with Centervention’s Stories in Motion series!

Conflict Management Goals

___________ will independently manage conflicts with ___________ frequency as measured by ___________.

• Identifies strategies for resolving conflicts
• Appropriately expresses feelings when conflict arises
• Cooperates with peers to resolve conflicts
• Listens to the opinion of a peer without interrupting or walking away

Additional Support for Conflict Management Goals:

Learning and using positive communication strategies is a process that lasts throughout schooling (and even into adulthood!). Let your students take a ride on the S.S. Grin or a walk through the Hall of Heroes to practice communication and problem solving in many exciting scenes!

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Simply request a free centervention educator account and start using our online programs.

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Social Emotional and Behavior

Social and behavioral skills iep goals.

100 plus free behavior IEP goals designed to enhance social skills, emotional regulation, communication, ADHD management, executive functioning areas and problem-solving. A comprehensive range of targets that educators and professionals can readily access.

By utilizing this extensive collection, educators can create individualized plans that precisely address the unique needs of each student. The goals cover a diverse array of skills, including empathy, active listening, conflict resolution, impulse control, self-expression, and critical thinking.

With this wealth of IEP goals at their disposal, educators can cultivate an inclusive and supportive learning environment, enabling students to confidently navigate the intricacies of social and emotional interactions.

ADHD Related

Inattention, inattention - task preparedness (writing tool), organization, developing routine - remembering a homework assignment, social emotional, classroom skills, adhering to rules in a classroom setting, cooperation, interpersonal skills, managing conflict, walking away from a conflict situation, seek assistance to resolve conflict after independent attempt, change seat or move away from conflict, resolve conflicts without physical contact, changing ideas to reach agreement, appropriately state angry feelings, peer pressure, reacting to peer pressure, problem solving, school skills, responsible school attendance, responsible time management (on-time), self awareness, respect property of others, task initiation, initiate a classroom task/assignment, work habits, materials organization in a classroom setting, study skills, learning strategies, follow simple verbal instructions, reading and following directions for completing assignments, note-taking from various sources, previewing a selection in content area, locating, reading and interpreting maps, illustrations, tables, and graphs, use of a dictionary for word information, use of word-learning strategies, utilization of library reference systems, use of reference materials and resources, utilization of book parts for information, finding the main idea or topic sentence, organizing information in a visual graphic, use of prereading strategies, writing summaries of main ideas, use of qar strategy for information location and summarization, use of rcrc when reading or studying information, use of sq3r for reading and studying expository text, use of visual/organizational reading strategies, paraphrasing written passages, summarizing information presented orally, rereading a section to locate the answer to a question, use of study skills for test preparation, use of various test taking strategies, reading test questions carefully, functional academics, communication, averting gaze in refusal situations, turning head away to indicate refusal, exhibiting negative facial expression when refusing, pushing item/person away in a socially appropriate way, sign/gesture/point to picture of "no" or "stop" when refusing, verbally saying "no" or "stop" to indicate refusal, increasing length of utterance to protest/refuse, providing a reason for refusal when appropriate, make/maintain eye contact, wait for a pause in conversation, gain attention in a socially appropriate manner, use verb/noun phrase (e.g., "want play"), increase vocabulary either spoken or signed, iep goal for increasing length of utterance, increase number of signs in combination, use sentence (e.g., "i want to play with you"), use polite phrases (e.g., "thank you," "please"), state reason for need of attention, respond when name is called, what type of assistance is needed, accept appropriate level of assistance, money management, executive function, cognitive flexibility, flexibility and adaptability, emotional regulation, goal setting, impulse control, organization and planning, self-monitoring, self-monitoring and reflection, initiation and task starting, time management, working memory.

Home » Blog » General » Effective IEP Goals for Enhancing Problem-Solving and Cooperation Skills

Effective IEP Goals for Enhancing Problem-Solving and Cooperation Skills

Developing problem-solving and cooperation skills is crucial for elementary students in special education. These skills enable students to handle conflicts, communicate effectively, and build positive relationships with their peers. In this blog post, we will explore how educators can create effective Individualized Education Program (IEP) goals for enhancing these skills in their students.

Understanding Problem-Solving and Cooperation Skills

Problem-solving and cooperation skills involve the ability to address conflicts and work together with others to reach a resolution. These skills are essential for students’ learning, social interactions, and wellbeing. When students possess strong problem-solving and cooperation skills, they can navigate social situations more effectively, build better relationships, and experience improved mental health.

The Role of Specialists

Various specialists can support the development of problem-solving and cooperation skills in students. These include:

• Speech-Language Pathologists: They can help students improve their communication skills, enabling them to express their thoughts and feelings more effectively during problem-solving situations.
• Social Workers: They can provide guidance on social skills and teach students how to work together to resolve conflicts.
• Psychologists: They can help students understand their emotions and develop coping strategies to handle conflicts and stress.
• School Counselors: They can assist students in developing interpersonal skills and provide support during challenging social situations.

IEP Goals for Problem-Solving and Cooperation Skills

Here are some specific SMART IEP goals to enhance problem-solving and cooperation skills in students:

• Strategies and Activities: Encourage group projects, assign roles within the group, and provide positive reinforcement for cooperative behavior.
• Strategies and Activities: Use role-playing exercises, discuss hypothetical scenarios, and practice brainstorming multiple solutions.

Implementing and Measuring Progress

To implement these goals and measure progress, educators should:

• Collaborate with specialists to identify the most effective strategies and activities for each student.
• Regularly monitor student progress through observation, assessment, and feedback from specialists.
• Adjust the goals and strategies as needed, based on the student’s progress.

Developing problem-solving and cooperation skills in elementary students is essential for their overall growth and wellbeing. By setting effective IEP goals and working with specialists, educators can support their students in building these vital skills. We encourage you to apply these IEP goals and strategies in your own practice and invite you to explore more resources at Everyday Speech Sample Materials .

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13+ Problem Solving Goals Speech Therapy

Our children and students are constantly having to navigate a different social situation all day long. That’s why teaching our students problem solving skills can be very beneficial. To help make your job as a Speech-Language Pathologist a little bit easier I’ve gone ahead and gathered over 13 problem solving goals for speech therapy.

Currently, with my 4-year-old twin boys, I am constantly working on how they can use their problem solving skills to come up with creative ways to solve their own problems.

Luckily as a speech therapist, I had training in teaching problem solving skills and love teaching them new strategies to try.

Right now my boys’ favorite way to problem solve is to say, “3 more minutes. You set a timer mommy.” The funny part is they don’t realize they could ask me for even more time (at least not yet!).

IEP Goals – Problem Solving Goals Speech Therapy

If you’re on the hunt for a long-term goal for problem solving here is our list of goals to add to your goal bank.

1. Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, and the 3 consequences of those solutions, then determine the best solution and explain why that is the best solution with 80% accuracy in 4 out of 5 opportunities.

2. Given a problem, STUDENT will appropriately identify the size of the problem with 80% accuracy in 4 out of 5 opportunities.

3. Given problems at differing sizes, STUDENT will identify the appropriate reaction size to the problem with 80% accuracy in 4 out of 5 opportunities.

4. Given a real-life or role-play scenario, STUDENT will demonstrate how to accept teacher help to make an appropriate decision during a conflict situation with 80% accuracy in 4 out of 5 opportunities.

5. Given a real-life or role-play conflict scenario, STUDENT will demonstrate appropriate peer mediation skills to resolve the conflict with 80% accuracy in 4 out of 5 opportunities.

6. Given a real-life or role-play conflict scenario, STUDENT will remain calm and relaxed, listen to the other person, and determine what they can agree on with 80% accuracy in 4 out of 5 opportunities.

7. Given criticism or feedback, STUDENT will look at the person, say “okay”, and not argue with 80% accuracy in 4 out of 5 opportunities.

8. Given a problem, STUDENT will define exactly what the problem is, brainstorm possible options, consider the disadvantages and advantages of options, and choose the best option with 80% accuracy in 4 out of 5 opportunities.

9. Given a defeat or loss in a game, STUDENT will look at the person who won , remain calm, and congratulate the other person with 80% accuracy in 4 out of 5 opportunities.

10. Given an upsetting situation, STUDENT will express HIS/HER anger with non-aggressive words to describe how HE/SHE feels with 80% accuracy in 4 out of 5 opportunities.

11. Given a time when the student is angry, STUDENT will use a calming strategy (e.g., breathe slowly, take a break, count to 10, listen to music, etc.) with 80% accuracy in 4 out of 5 opportunities.

12. Given a warning and a change in routine, STUDENT will identify exactly what is changing, ask questions, remain calm, and explain HIS/HER feelings of concern with 80% accuracy in 4 out of 5 opportunities.

13. Given a warning and a change in routine, STUDENT will accept the change without becoming upset with 80% accuracy in 4 out of 5 opportunities.

14. Given a social interaction, STUDENT will identify HIS/HER emotion and why HE/SHE is feeling that way with 80% accuracy in 4 out of 5 opportunities.

Social Communication Skills – IEP Goals

Do you have students working on other social skills goals or language skills? If so, you might want to check out my other goal banks. Here are a few of the goals you would find in my massive 432 iep goal bank :

• Facial expressions
• Conversational exchange or conversational turns
• Body language
• Follow-up questions
• Expressive Language
• Wh questions or Answer questions
• Word Level, Phrase Level, and Sentence Level
• Social pragmatic goals
• Communication Device – Nonverbal communication

Short-Term Goals – Speech Therapy Goals

I know every district and even school setting has different ways it requires the goal writing of their objectives to be written, but typically my district wanted us to reduce either the number required or the percentage of achievement. 

Here are a few examples to help get you started.

If we take a sample goal:  

“Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy over 3 out of 4 consecutive sessions.”

• Reduced Number or Trials Required: The objective might be, “Given a problem and problem solving graphic organizer, STUDENT will identify 2 solutions, the 2 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy over 3 out of 4 consecutive sessions.” 
• Reduce Percentage of Accuracy: The objective might be, “Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 70% accuracy over 3 out of 4 consecutive sessions.” 
• Reduce Difficulty of Task: The objective might be, “Given a problem and problem solving graphic organizer, STUDENT will pick from a selection of choices 2 possible solutions, the 2 possible consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy over 3 out of 4 consecutive sessions.”
• Reduce Number of Sessions of Accuracy: The objective might be, “Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy over 2 out of 4 consecutive sessions.”

(Meaning out of 4 therapy sessions in a row. They identified 3 possible solutions, the 3 consequences of those solutions and then determined the best solution in 2 out of 4 or 50% of the time in order to mark that goal mastered.) 

As the speech pathologist, you are the specialist and you know your students’ communication disorders and child’s ability best though, so just take the functional goals from above and simplify them into achievable steps for your specific student.

SEE ALSO: 31 Best Wordless Videos to Teach Problem Solving

Data collections – problem solving goals speech therapy.

If you’re a speech therapist or have classroom teachers in need of data tracking forms while working on your student’s social interaction skills for speech therapy then be sure to check out my IEP goal data tracking for progress monitoring forms .

Or if you simply want a list of data sheets to choose from then be sure to check out my list of 35 free speech therapy data sheets roundup .

Visual Cue – Problem Solving Goals Speech Therapy

I always love using visual cues with my students. It can really help teach a concept that can be overwhelming. 

Here is my problem solving graphic organizer that helps teach problem solving. As your child or student fills out the form you can start by providing helpful verbal prompts and hopefully, the more they work on their problem solving skills and will need less prompts.

Here are all my blog posts about problem solving that you might also find helpful!

31 Best Wordless Videos to Teach Problem Solving – Watch the fun short youtube videos and then help solve the hypothetical problems.

71+ Free Social Problem-Solving Scenarios – Read the scenarios and practice solving the problems using the helpful graphic organizer pages.

Problem Solving Wheel: Help Kids Solve Their Own Problems – Use our problem solving wheel or make your own individualized problem solving wheel for your specific student.

High School Students

The most important thing we can teach our high school aged students is how to advocate for themselves during their school day within a social setting.  

Inside my tpt store I have a self-advocacy lesson to practice solving their school life problems in a functional way. Have your students grab a communication partner and get started!

In addition to the self-advocacy lesson plan I also have a phone call lesson plan in my tpt store for making phone calls in the workplace or everyday life, such as calling the pharmacy or dentist’s office.

SEE ALSO: 71+ Free Social Problem-Solving Scenarios

Younger children.

Currently inside of my tpt store I have a problem size and reaction size lesson plan to help our younger children understand that problems are of different sizes and therefore different reaction sizes.

Another great problem solving resource in my tpt store is my problem solving restorative justice graphic visual to help children review their own feeling along with how the other person might have felt and then solve their problem.

Picture Scene

• Social Scene Set 1 , Set 2 , Set 3 , Set 4 , Set 5 , & Set 6 by Contrary Chrissy – are different social scenes along with questions for problem solving. 
• Back to School Social Language and Problem Solving Printable by Aimee Walton – includes different scenarios along with questions to help guide the student in solving the problem.

SEE ALSO: Problem Solving Wheel: Help Kids Solve Their Own Problems

Social Conversation

If you’re looking for conversational skills to keep your middle school and high school aged students engaged, asking follow-up questions, or working on generalizing their skills across multiple settings you’ll want to check out the following blog posts. 

These ideas are perfect for working in a small group setting on your student’s functional communication skills. 

• Ideas to Help Keep Your Middle/High School Students Engaged – This post reviews 5 different strategies you can use to help keep your students engaged, such as using real life photos instead of little kid graphics and using materials at different levels allowing everyone to access the resources at their individual level.
• Ideas to Maintain a Conversation with Follow-Up Questions – Read how I help middle/high school students work on their social pragmatics of maintaining a conversation by using fun and interesting materials appropriate for their age.
• Ideas to Help Students Generalize Their Conversational Skills – Learn how I use self-rating forms to work on my student’s pragmatic language goals of generalizing their conversational skills across multiple settings and with multiple different people.

Short Story

• Inferencing and Problem-Solving FREEBIE by SLP to go – This resource is perfect for older students who are working on any of the following skills: inferencing, problem-solving, predicting, role-playing, or maintaining a conversation. 
• Social Skills Problem Solving: Fighting with Friends by Let’s Build Language- Jaclyn Watson – Grab this freebie to help your students problem solve social challenges around fighting with friends.

In Conclusion: Problem Solving Goals Speech Therapy

I hope you found this list of problem solving goals to be helpful along with the resources.

Wishing you a wonderful year ahead! 

Want Even More Problem Solving Goals Speech Therapy?

• 31 Best Wordless Videos to Teach Problem Solving
• 71+ Free Social Problem-Solving Scenarios
• Problem Solving Wheel: Help Kids Solve Their Own Problems
• 917+ Best Free Boom Cards for Speech Therapy
• 432+ Free Measurable IEP Goals and Objectives Bank

Want the Best of the Bests?

Be sure to check out our most popular posts below!

• 21 Best Reinforcement Games for Speech Therapy / Teletherapy
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• 430+ Free Multisyllabic Words List Activity Bundle
• 279+ Free Speech Therapy Digital Materials
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