IEP Goals for Autism in New York: Communication, Social, and Functional Skills

IEP goals for students with autism vary enormously depending on communication level, cognitive profile, and age. What does not vary is the standard they must meet under Part 200.4(d)(2)(iii): goals must be measurable, tied to the student's present levels, and reviewable with objective data. Generic goals like "will improve social skills" don't meet that standard and don't drive effective instruction. Here is what measurable autism IEP goals look like across the domains that matter most.

Functional Communication Goals

Communication is often the priority domain for students with autism, particularly in the early years. Goals should reflect the student's actual communication modality — whether speech, AAC (augmentative and alternative communication), PECS, or some combination.

Early/emerging communicators (AAC or PECS):

"When presented with a desired item or activity, [student] will independently use their AAC device or PECS card to request the item by pointing to or activating the appropriate symbol in 4 out of 5 opportunities, without gestural prompting, by the annual review date."

Single-word/short phrase speakers:

"When asked a yes/no question about a visible object or activity, [student] will respond accurately using speech or AAC in 4 out of 5 trials, as measured by SLP session data taken twice weekly, by the annual review date."

Phrase and sentence-level speakers:

"When greeting a familiar adult, [student] will spontaneously initiate a verbal greeting (e.g., 'Hi [name]' or 'Good morning') in 4 out of 5 observed opportunities without prompting, as measured by teacher observation logs, by the annual review date."

Requesting with reason:

"[Student] will use a complete request (item name + reason) such as 'I want [item] because [reason]' in 4 out of 5 structured communication opportunities during snack and free choice, by the annual review date."

Social Skills Goals

Social goals should target the specific deficit profile, not generic "social skills." For students with autism, common areas include joint attention, peer interaction initiation, perspective-taking, and conversational reciprocity.

Joint attention:

"During play-based activities with a peer, [student] will shift gaze between an interesting object and the peer's face (gaze shift for joint attention) at least 3 times per 10-minute observation, as measured by SLP or teacher data, by the annual review date."

Peer interaction initiation:

"During unstructured time (recess, lunch, transitions), [student] will independently initiate a social interaction with a peer (greeting, asking a question, commenting on activity) at least once per 20-minute observation period, with no adult prompt, across 4 consecutive weeks of data, by the annual review date."

Conversational turn-taking:

"During a structured 10-minute conversation with a familiar peer about a preferred topic, [student] will take at least 5 conversational turns (alternate speaker/listener roles) without topic perseveration lasting more than 2 consecutive turns, in 4 out of 5 observed sessions, by the annual review date."

Behavioral and Self-Regulation Goals

Transition between activities:

"When given a 2-minute visual transition warning, [student] will transition between classroom activities with no more than 1 verbal reminder and without elopement or physical resistance, in 4 out of 5 observed transitions per week, by the annual review date."

Sensory regulation:

"When environmental stimulation reaches a self-identified level 3 on the classroom feelings scale, [student] will independently request a sensory break and use a provided sensory tool for 3–5 minutes before returning to the activity, in 4 out of 5 observed opportunities, by the annual review date."

Response to frustration:

"When a preferred activity is interrupted or a task is too difficult, [student] will use a learned coping strategy (deep breathing, requesting help using a card) within 2 minutes, without engaging in the target behavior (specify: hitting, bolting, verbal outburst), in 4 out of 5 observed opportunities, by the annual review date."

Academic Goals for Students with Autism

Academic goals should reflect the student's actual learning profile. Many students with autism have significant academic strengths alongside communication and social deficits; others have intellectual disabilities that require functional academic goals.

Functional reading (alternate pathway students):

"When presented with 20 sight words relevant to community and daily living (exit, men, women, danger, open, closed, push, pull, etc.), [student] will correctly identify each word with 90% accuracy, as measured by monthly sight word probes, by the annual review date."

Functional math:

"Given a shopping scenario with a visual price list, [student] will correctly count and exchange the correct number of coins or bills (up to $5) for a purchase in 4 out of 5 simulated transactions, by the annual review date."

Grade-level academic goal (higher-functioning):

"After reading a grade-level informational text, [student] will independently produce a 3-sentence written response identifying the main idea and one supporting detail, with no more than 2 mechanical errors, in 4 out of 5 writing tasks, by the annual review date."

Adaptive and Daily Living Goals

Self-care:

"Following a visual schedule, [student] will independently complete a 5-step morning routine (hang backpack, put away materials, get morning work, begin work, record in planner) with no adult prompting, in 4 out of 5 school days per week, by the annual review date."

Mealtime:

"During lunch, [student] will sit at the lunch table for the full lunch period (20 minutes) without leaving or requiring physical redirection, in 4 out of 5 observations per week, by the annual review date."

Community navigation (transition-age):

"Given a visual route card, [student] will walk independently from school to a designated nearby community location and return, following all pedestrian safety rules, in 4 out of 5 community-based instruction trips, by the annual review date."

Transition Goals for Older Students with Autism

Vocational (supported employment track):

"During a community-based vocational experience, [student] will complete all steps of a 4-task job sequence (greet supervisor, begin assigned task, complete task, report completion) with no more than 2 verbal prompts from a job coach, across 3 consecutive observations, by the annual review date."

Self-advocacy:

"During IEP meetings and structured self-advocacy activities, [student] will identify at least 3 of their own learning strengths and 3 areas where they need support, and state one accommodation they use in school, with no more than 1 gestural prompt, by the annual review date."

District 75 Goal Considerations

For students in District 75 programs, goals are typically more functional, communication-focused, and behaviorally specific than for students in ICT or 12:1 classrooms. The district's intensity — 12:1:4 ratios, on-site specialists, structured ABA-informed settings — supports highly individualized instruction when goals are well-written.

When reviewing District 75 IEP goals, check that:

• Goals are not identical to goals from prior years without a data-based justification for continuation
• Communication goals match the student's actual AAC modality and level
• Academic goals are at a level the student has demonstrated potential to reach (not aspirational to the point of being unmeasurable within one year)
• Behavioral goals target the specific behaviors identified in the FBA, not generic "compliance"

The New York IEP & 504 Blueprint includes an autism-specific IEP goal bank, a goal quality review checklist, and a PLAAFP-to-goal alignment worksheet that makes the connection between present levels and each annual goal explicit — useful for both CSE preparation and monitoring progress throughout the year.

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