# Informing Intervention: An Exploration of Behavioral and Social–Emotional IEP Goals for Students with ASD

## TL;DR

This study examines the types of behavioral and social-emotional goals in IEPs for students with ASD to improve access to effective interventions.

## Contribution

The study provides empirical insights into the content and scope of IEP goals for students with ASD in a specific region.

## Key findings

- Most IEP goals focus on social interaction and communication skills.
- Fewer goals address emotional regulation and self-management behaviors.
- IEP goals are often not aligned with evidence-based interventions.

## Abstract

Students with autism spectrum disorder (ASD) experience impairments in reciprocal social interactions, communication, and a restricted range of interests or repetitive behaviors that impact the development of their behavioral and/or social–emotional skills. In schools, students with ASD receive Individualized Education Programs (IEPs), which include goals to understand the types of behavioral and/or social–emotional skills students are working to develop. However, there is scant empirical research examining the nature of IEP goals that target behavioral and/or social–emotional skills among students with ASD. The current study explores the content, scope, and location of behavioral and social–emotional IEP goals for 153 students with ASD in Grades K-12 in one state in the Upper Midwest. Understanding the nature of IEP goals is a critical first step to increase access to evidence-based behavioral and social–emotional interventions for students with ASD. Implications for school-based behavioral and psychosocial interventions for students with ASD are discussed.