What Exactly Are Social/Emotional IEP Goals?
Social/Emotional IEP goals play a very important role in the growth and well-being of students. Social Emotional learning or SEL incorporates many skills that include social awareness, relationship skills, decision making skills and emotional regulation. There has been research that has shown students that receive SEL exhibit increased academic performance and positive behaviors. They also show an increase in social skill ability.
SEL goals are individual objectives that focus on the needs of students with disabilities. They are intended to help students develop the abilities needed for social skills and emotional regulation. These goals focus on teaching the essential life skills that are central for success in school and even life beyond!
Examples of IEP Goals
1. When given a picture card or shown a video clip, STUDENT will identify the correct emotions for a total of 4 emotions (happy, mad, sad, tired) with 80% accuracy in 4 out of 5 trials as measured by data/observation.
2. During unstructured class time or play time, STUDENT will choose a peer and participate in play for 2 minutes, working together on a common goal ( ex: building tower, playing cars) for 4 out of 5 opportunities across a two week period.
3. When upset, STUDENT will request a break with the use of multi-modal strategies (ex. AAC, sign or picture icon) with 80% accuracy as observed over a two-week period.
4. When playing a simple game with a peer (ex. Uno), STUDENT will take turns for 5 turns with no more than 1 verbal prompt with 80% accuracy as measured by observation/data.
5. STUDENT will respond to a greeting or farewell from staff/peers by waving or verbalizations in 4 out of 5 opportunities.
6. When upset and given a break, STUDENT will participate in a calming activity with the use of a choice board (ex. Deep breaths, wall pushes) for five minutes in 4 out of 5 opportunities as observed over a two-week period.
7. During unstructured time in the classroom, STUDENT will share toys without the use of aggression for the duration of ten minutes in 4 out of 5 given opportunities.
8. Student will adapt effectively to change (ex. Assemblies, schedule change, fire drill) by remaining calm and refraining from outbursts 80% of the time, across a two-week period.
9. STUDENT will actively participate in whole group activity by raising their hand, commenting, answering questions, not blurting out in 4 out of 5 opportunities.
10. STUDENT will be able to independently use conflict resolution strategies to resolve conflicts with peers, with 80% accuracy across a two-week period, as measured by teacher observation and data collection.
SEL learning will be optimized the best when incorporated into everyday activities like transitions, small group discussions and morning meetings. There should be opportunites created for students to participate in and to apply the skills that their Social/Emotional IEP goals focus on. Remember that there is a need to teach and model the precise skills that the students are expected to learn. Use opportunities for guided practice, visual supports and real-life examples to help your students become successful.
Use this FREE preference assessment to learn about student interests to include in the IEP! This helps for a more well rounded IEP should the student ever leave you or your district. This is a free download!