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Social and emotional skills goals can be difficult – we’re not measuring words per minute, correct speech sounds, or math facts. Setting clear, measurable goals is essential for helping a child with autism make progress in and out of the classroom. Your school district will have a meeting once a year to form the details of the child's autism IEP, and whether you're a parent or a teacher, you'll be encouraged to attend this meeting.
Measurable: The school district needs to document proof of the child's progress, so it's important that the goals are something they can measure.
Specific: General goals are too hard to document, and it's easy for them to get overlooked.
Applicable: The goals in the child's IEP must apply to your student, not to autistic children in general. If your student has a medical diagnosis or educational label of autism, chances are good that he or she deals with challenges in the areas of communication, social skills, and behavior. When choosing communication goals, consider where your child typically has trouble with language. The speech therapist will have many great ideas to help, and these goals are simply a good place to start. Typically, your child's special education teacher will help your child learn these social goals. Students with autism often struggle with repetitive behaviors, stim behaviors, attending to the teacher, and acting out when frustrated. If your student is on the autism spectrum, he or she may also work with an occupational therapist (OT) of occupational therapy assistant through the school district. If you're a parent of a child with autism, it's important to remember that no one knows your child as well as you do.

Human behavior as a whole tends to be more subjective than many other skills students learn in school. The child's individualized education plan (IEP) consists of several goals for various areas of challenge for the child. At the meeting, you'll hear about the child's progress on last year's goals, and you'll have a chance to offer any goals you'd like to see added to the next year's IEP. Additionally, many children with autism also struggle with fine motor skills and sensory issues, which are usually addressed with the help of an occupational therapist. From initiating an interaction with peers to understanding the finer points of body language, your child may struggle to navigate the social world. You can talk to the teacher before the IEP meeting to find out where your child is running into trouble.
If these behaviors interfere with your child's ability to function in the school, his or her IEP may include some behavioral goals. If you're a parent, consult the classroom teacher or special education teacher for more information on how to handle these behaviors at home. The lights in the classroom may be too bright for your child or there may be too much noise. When it is time for your student's IEP meeting, you can bring your own goals to incorporate in the plan. Be sure to include all of these areas when you make a list of goals for your student with autism. Many children with autism have "splintered" communication skills, which means they may excel at some areas of language, such as vocabulary, while being very delayed in other areas, like non-verbal communication.
You may also have noticed atypical social behavior in your child when you are out in the community.

Take some time before the IEP meeting to make a list of areas where you feel your child needs help. Sure, I’ve been taught probably 10 different times how to write measurable, strong IEP goals, but for some reason it never stuck.
The OT will work to make sure these sensory needs are met in practical ways within the classroom, allowing your child to focus on learning. Your child's education team may have suggestions for modifying these goals as well, and it's important to listen to their professional perspectives.
Ultimately, the goals your choose will be a mix of your own goals and those of the education team.
The SMART goals in the school systems are new to me, but seem like effective means of eliciting progress from kids while simultaneously creating relevant data for analysis. I'm very interested in doing this but wanted to make sure I have everything I need for it. Nhung ma khi chung ta chung c?t xong thi ngo?i tr? m?t chut ru?u trong su?t, con l?i vai th? gi do r?t l?! Ch? th?y Lai B? Ni Tu th?n s?c r?t kich d?ng c?m m?t cai chen th?y tinh dua len quan sat c?n th?n. Do?n Van bu?c t?i g?n, ng?i ng?i ch?t l?ng trong su?t trong chen th?y tinh, c?m th?y hoi nghi ng?, nguyen nhan vi do tuy?t d?i khong ph?i la ru?u! Anh m?t c?a Lai B? Ni Tu c? nhin ch?m ch?m vao cai chen th?y tinh, lao r?t hung ph?n dua cai chen th?y tinh cho Do?n Van.

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