What are some social emotional IEP goals examples?
Developing social-emotional skills is crucial during the preschool years. With the rising prevalence of autism and the emphasis on social communication, setting relevant goals is vital. Discover a wide range of social emotional goal examples tailored for preschool and kindergarten students. From play goals, such as parallel play and imaginative play, to social interaction goals like initiating interactions, sharing, and conflict resolution, there are numerous possibilities. Remember to customize each goal to fit your student's individual needs and interests. Check out these set of IEP goals for social emotional skills for more comprehensive options. Make teaching social-emotional skills easier and nurture kindness and responsiveness in your little ones!
IEP Goals for Preschool
One important note (before sharing some ideas) is to remember that IEP stands for INDIVIDUALIZED Education Plan. This means that getting ideas as a jumping point is great, just remember to ALWAYS work it like playdough to fit your actual student! Massage the heck out of it until it's the right shape! Check out this BLOG on how to write a great IEP goal or this one on how to write the Progress Report.
The following are some ideas for Social Emotional IEP goals examples for preschoolers and Kindergarten students.
Looking for help with for early childhood education? Need fresh ideas for preschool, Kindergarten, or 1st grade ? This resource is perfect for busy teachers looking to save time and simplify the task of writing IEP goals.
Social emotional goal examples in the area of Play can be anything from the most basic, solo play to sociodramatic and imitation or shared imagination play. Think about your student and where they are developmentally. If they are still in the solo or parallel play stage, then focus on developing those skills that will lend well to the next stage of simple shared play. Also, and I can't stress this enough, choose ideas and toys that align with the interests of your child as much as possible! If they already like cars, use cars in your play! If they like vacuum bags, you can get creative! Make a pretend vacuum store! In other words, start where they are and build from there, both developmentally AND their interests.
Goals in this area may include parallel play, outdoor and indoor activities, playing with toys as designed, playing with toys related to a theme, simple ball games, coordinated play with a peer, motor games, and board games.
Here some sample IEP goals to target preschool play skills:
Allows others to touch toys
When given an opportunity to play with toys, STUDENT will allow adults and children to be near them while playing with toys and occasionally manipulate toys during the interaction improving play and leisure skills from BASELINE to 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.
Independent play with verbal behavior
When given an opportunity to engage in toys, STUDENT will engage in verbal behavior while playing improving play and leisure skills from BASELINE to at least 10 verbal responses in a 20-minute period across 3 data collection days as measured by staff observation, daily tasks, and data records.
When given an opportunity to play, STUDENT will act out roles of characters or activities improving play skills from BASELINE to pretending to be or do at least 10 characters or activities for 10 minutes over 3 data collections as measured by staff observation, daily tasks and data records.
When given an opportunity to play a board game with a peer, STUDENT will play the game independently improving social interactions from BASELINE to at least three board games without assistance across three consecutive data days as measured by staff observation, daily tasks, and data records.
Check out these social emotional books on Amazon!
Social Interaction Goals
Social emotional goal examples in the area of Social Interaction are less focused on the PLAY but now focusing more on the back-and-forth with a partner. Watch any playground or preschool classroom, and you will see a broad range of skills, from kids who don't interact much with their peers to full, planned out, and coordinated imaginary play schemes. Again, find where your student is developmentally, and build from there!
Goals in this domain may include appropriate behavior near a peer, showing interest, initiating an interaction, imitating a peer, greetings, sharing, attention seeking, interactive verbal behavior, joining an interaction, adjusting behavior according to peers, stating what others like/dislike, delivering a message, waiting to interrupt, holding a conversation, identifying social scenarios, peer conflict debrief, and participating in non-preferred activities. So much you can do!
Here are a few sample IEP goals to target social interactions:
Appropriate near peer
When given an opportunity to be near a peer, STUDENT will engage in appropriate interaction behavior while in close proximity (without engaging in maladaptive behaviors) improving social interactions from BASELINE to at least 30 minutes on three consecutive data days as measured by staff observation, daily tasks, and data records.
When given a greeting from a familiar person, STUDENT will return the greeting (verbal or non-verbal) within 5 seconds independently improving greetings from BASELINE to returning greetings from peers without prompts in 4 out of 5 opportunities across three consecutive data days as measured by staff observation, daily tasks, and data records.
Or this cute choose-your-own-story about greetings with really cute, original artwork!
Waits for break in conversation to interrupt
When given an opportunity to enter a conversation, STUDENT will wait for a break in an on-going conversation before attempting to speak with one of the people involved improving social conversation from BASELINE to 4 out of 5 opportunities across 3 data collections as measured by staff observation, daily tasks, and data records.
This short social narrative and SEL activity is titled I Can Ask a Friend to Play. The student helps the friend in the picture ask his or her friend to play (or join play) by moving their body close to the friend. In doing so, they get the audio, “Do you want to play?” or “Can I play, too?” Very simple for early learners!
Peer conflict debrief
When given a peer conflict and teacher coaching, STUDENT will list or draw the situation in a behavior map format (what happened before, what the conflict was, what the expected and unexpected behaviors are and their results) improving social cognition from BASELINE to 3 out of 3 opportunities across 5 consecutive data days as measured by staff observation, daily tasks, and data records.
When given an unstructured peer opportunity (e.g., recess), STUDENT will engage in and sustain a peer interaction in a less-preferred activity (e.g., [add examples here]) improving peer relationships from BASELINE to a duration of at least 10 minutes in 4 out of 5 opportunities across 3 data days as measured by staff observation, daily tasks, and data records.
Remember! This is not an exhaustive list but just some ideas to get you going! Trying to make teachers' and clinicians' lives a little easier because coming up with fresh ideas can be hard!
Fostering social-emotional skills in preschool is a critical aspect of early childhood development. By setting individualized IEP goals, we can empower children to become active and empathetic community members. With the increasing prevalence of conditions like autism, it is essential to prioritize the development of social communication and interaction skills. These social emotional goal examples serve as a starting point for educators and clinicians, allowing them to tailor interventions to meet the unique needs of each student. Remember, the key is to build upon a child's developmental stage and interests, making learning engaging and meaningful. By investing in social-emotional growth, we equip our preschoolers with valuable skills that will pave the way for their future success and well-being. Let's continue to inspire kindness, responsiveness, and strong social connections in our young learners.
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