Social Skills IEP Goals: Examples, Templates, and Writing Tips

This collection brings together no-prep IEP goals, templates, and examples to make writing social skills plans easier. Browse ideas, copy language that fits your students, and download ready-to-use IEP goals.

Who This IEP Goal Bank Is For

This collection was created by SLPs and psychologists for anyone writing or implementing social skills IEP goals: SLPs, special educators, school counselors, behavior specialists, paraprofessionals, and classroom teachers.

It includes ready-to-use social skills goals, examples, and templates across multiple skill areas so you can quickly find language that fits your students and adapt it to your own plans.

How to use this collection

Scroll and skim to find IEP goal examples that match your students’ needs
Copy and adapt goal language directly into your IEPs
Check back often since new examples and goal types will be added
Use it for direct instruction, progress monitoring, or to build goal banks that support communication, behavior, and emotional growth.

Tip: Want even more examples and editable templates? Download our free IEP Goal Bank, to access strengths-based goals for communication, emotional regulation, and more.

How to Write IEP Goals for Social Skills

Before you explore the examples below, it helps to understand what makes a strong social skills IEP goal. Each one should clearly describe what the student will do, when it will happen, and how progress will be measured.

The most effective goals are:

Focused: They target one specific skill, such as turn-taking or identifying emotions.
Observable: They describe actions you can see or hear, like initiating a conversation or using calming strategies.
Measurable: They include clear criteria for success, such as “in 4 out of 5 opportunities” or “with 80 percent accuracy.”

Strong goals make it easier to track growth and give students the consistent practice they need to succeed socially.

Example IEP Goals for Social Skills

Communication Goals

Starting a Conversation: Learner will initiate a conversation with a peer or adult by choosing an appropriate time and getting the listener’s attention in 4 out of 5 opportunities independently or with prompts.
Maintaining a Conversation: Learner will make connected comments or ask related questions for three conversational exchanges in 4 out of 5 opportunities independently or with prompts.
Tone of Voice: Learner will interpret a speaker’s tone of voice to determine communicative intent with 80% accuracy across three sessions.

Emotional Regulation Goals

Identifying Feelings: Learner will label four basic emotions (happy, sad, mad, scared) using real-life pictures or videos with 80% accuracy across three sessions.
Thinking Positive: Learner will use positive self-talk to handle stressful classroom situations in 4 out of 5 opportunities independently or with prompts.
Changing the Channel on Feelings: Learner will use coping strategies like deep breaths or taking a break to calm down when frustrated or upset.

Friendship & Peer Interaction Goals

Asking Others to Play: Learner will initiate play or social interaction with at least one peer in 4 out of 5 opportunities.
Giving and Receiving Compliments: Learner will formulate and respond to compliments appropriately in 4 out of 5 opportunities.
Handling Teasing and Bullying: Learner will demonstrate an appropriate response to teasing or peer conflict in 4 out of 5 opportunities.

Problem-Solving Goals

Identifying Problems: Given a social conflict, the learner will describe the problem and generate at least two realistic solutions in 4 out of 5 trials.
Compromising: Learner will provide a realistic compromise during peer disagreements in 4 out of 5 opportunities.
Handling Conflicts: Learner will describe or demonstrate an appropriate verbal or behavioral response to conflict in 4 out of 5 opportunities.

Self-Regulation Goals

Managing Stress: Learner will identify and use stress management strategies like deep breathing and positive self-talk in 4 out of 5 opportunities.
Using Your Self-Controller: Learner will maintain control when faced with frustrating triggers, using learned calm-down strategies.
Mindfulness: Learner will remain calm and focused during tasks by using mindfulness strategies such as breathing exercises or movement breaks.

Perspective-Taking & Situational Awareness Goals

Understanding Others’ Point of View: Learner will describe another person’s likely perspective or feelings in 4 out of 5 opportunities.
Reading the Room: Learner will adjust their behavior based on environmental and social cues in 4 out of 5 opportunities.
Being a Social Chameleon: Learner will adapt their behavior to fit new settings or groups appropriately.

Executive Functioning Goals

Task Completion: Given a multi-step task, learner will use strategies such as visual planners or timers to complete the task in 4 out of 5 opportunities.
Goal Setting: Learner will identify attainable goals from a list of short-term options in 4 out of 5 opportunities.
Accountability: Learner will demonstrate responsibility by completing assigned tasks within a set timeframe in 4 out of 5 opportunities.

Adaptive & Life Skills Goals

Advocating for Yourself: Learner will request help or communicate needs appropriately in 4 out of 5 opportunities.
Healthy Habits: Learner will identify healthy versus unhealthy hygiene behaviors with 80% accuracy.
Job Readiness: Learner will demonstrate interview etiquette and fill out job application forms accurately in practice activities.

Ready to Write Better Social Skills IEP Goals?

Whether you’re targeting communication, emotional regulation, or problem-solving, the examples and guidance in this collection are here to save you time. Each resource is practical, measurable, and built to support student success.

We’re always adding new examples and templates, so check back often as the collection grows.

If you want the complete set of ready-to-use goals, download the free IEP Goal Bank: 50+ Sample IEP Goals at the top of the page. It includes editable, strengths-based goals for communication, emotional regulation, executive functioning, and more.

Keep supporting growth, one goal at a time.

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FAQs

What are social skills IEP goals?

Social skills IEP goals are measurable statements that describe what a student will learn or demonstrate in areas such as communication, emotional regulation, problem-solving, or peer interaction. These goals guide instruction and help track progress toward meaningful outcomes.

How do I write effective social skills IEP goals?

Begin with a clear, observable skill and define how success will be measured. Use student-centered language that focuses on growth and independence. Add criteria such as accuracy or frequency so each goal can be measured and tracked over time.

What should social skills IEP goals include?

Every goal should include a target skill, the conditions under which the behavior will occur, and clear performance criteria. For example: “During small-group lessons, the student will identify their emotions using a visual support in four out of five opportunities.”

Who should use social skills IEP goals?

SLPs, special educators, counselors, and school psychologists use these goals to support students who need help with communication, emotional, or behavioral skills. Classroom teachers and paraprofessionals can also use them to guide daily supports and reinforce progress.

How often should I monitor or update social skills IEP goals?

Review progress data regularly and adjust instruction as needed. Many educators check in weekly or biweekly, with formal progress reviews at the end of each grading period to ensure goals stay appropriate and achievable.