Sample IEP Goals for Students with TBI

Remember

• Students with TBI often need goals that go beyond any one specific academic area.
• Keep goals functionally oriented and outcome-based.
• Base goals on student strengths paired with student needs.
• Look for changes in any of these areas.
• Be prepared to rewrite the IEP every 2–4 months to meet changing student needs.
• State objectives as an increase in positive behaviors rather than the elimination of negative behaviors.

Areas of difficulty and sample IEP goals

Communication

• Given a topic, Steven will take 4 turns in a conversation before changing the topic 3 out of 4 trials across 3 settings: in speech therapy, in the classroom, and in the hallway.
• Sam will choose an activity and show a picture of that activity to another student as an invitation to play.

Behavior

• Jenny will remove herself from a confrontation with a classmate by going to the counselor’s office and choosing an activity from her cool down box: 2 out of 3 opportunities during lunch/recess.
• Carl will learn 5 games to play during recess.
• Susan will choose a game she knows how to play each recess and play it appropriately.

Cognition

• Albert will rest during 4th period to help keep her alert in 5th, 6th, and 7th periods.

Memory

• After learning 4 memory techniques, Sarah will chose one and use it to recall the names of 5 friends 3 times each week.
• To be better prepared for homework, Sam will record class assignments in a planner and review it at the end of the day with Mr. Green.

Attention

• Shelly will self-advocate by requesting the elimination of sources of distraction during instruction in an appropriate way 4 out of 5 times two consecutive days.

Abstract Thinking

• Given a form to complete, Suzy will make a reasonable inference about a paragraph she has read 4 out of 5 times for 6 weeks in a row.
• After listening to a paragraph from different content areas, Ginger will accurately predict what might happen next.

Judgment

• With guidance, Mary will use a matrix of choices to determine the best option for herself when deciding among 3 possibilities.
• Mary will meet with Ms. Stand to discuss 1 choice she plans to make before lunch 3 out of 5 days each week.

Problem Solving

• Sandy will generate 4 solutions to a problem she has had at recess and choose a solution to try the next recess 3 out of 5 days each week.
• After choosing a problem, Sid will meet with his mentor to determine ways to solve the problem.

Reasoning

• Bentley will create a shopping list using the amount of money he has budgeted.
• With guidance, Bentley will use a shopping list he has created to purchase needed items for the week at the store.

Information Processing

• Given a prompt or cue, Kyle will write his name in less than 30 seconds.
• After listening to a story, Sandy will retell with pauses of less than 30 seconds, 3 times each week.

Sensory

• When crossing the street with assistance, Steve will turn his head to use his right eye to scan the left side of his body to keep his body safe.

Perceptual Motor

• Taylor will be escorted between classes to assist her in finding her way (accommodation).
• The assistant will ask Taylor to determine how to find her way from class to class and assist only as needed (accommodation).
• Taylor will use visual cues to find her way from class to class independently 4 out of 5 classes for 3 consecutive days.

Physical Abilities

• Given a tangible cue, Dakota will navigate the hall independently in his wheelchair to the destination indicated by the cue.
• Karla will spend 30 minutes each day in her stander.

Written by:

Patricia Sublette, PhD.