From Intention to Action: Creating Measurable IEP Goals for Executive Functioning and Task Initiation
For students with executive functioning challenges, the gap between knowing what to do and doing it—the difficulty with task initiation—can be a major obstacle to academic success. These skills, including planning, organization, and self-regulation, are critical for navigating the increasing demands of middle and high school. When developing an Individualized Education Program (IEP), it’s vital to move beyond general statements and create measurable IEP goals for executive functioning and task initiation that are clear, observable, and trackable.
The Challenge of Measuring Executive Skills
Executive functioning is an internal cognitive process, making it inherently difficult to measure. A goal like “The student will improve their task initiation skills” is too vague. Effective IEP goals must adhere to the SMART criteria: Specific, Measurable, Achievable, Relevant, and Time-bound. They must pinpoint a specific behavior and define the criteria for success.
Key Components of a Measurable Goal
To …
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