75 Functional Communication IEP Goals (AAC, Autism, Speech, Transition)

One of the biggest obstacles that some IEP students have is lack of appropriate, functional communication. A lack of functional communication is often one of the biggest barriers to independence.

If a student is non-verbal or has limited communication skills, undesirable behaviors may emerge. That’s why it’s essential to have meaningful functional communication goals on an IEP. If you are looking for functional communication IEP goals you can actually use, you’re in the right place.

Student and teacher using an aac device together during a classroom communication activity — Using an AAC device to build functional communication skills. AAC gives students a reliable way to express wants, needs, and ideas across school settings.

This page includes measurable goal examples for:
• Nonverbal students
• Students using AAC or speech devices
• Students with autism
• Replacement behaviors for challenging behavior

If a student does not have appropriate, functional communication, it becomes one of the biggest barriers to independence — and often one of the biggest drivers of behavior. Below you’ll find goal examples organized by skill type, along with guidance on writing measurable functional communication goals for an IEP.

If you are putting together an IEP for a child who needs goals like this, you may also need:

A woman is helping a young boy with a tablet to achieve his functional communication goals. — Many students with the inability to speak will use an aac device to communicate.

Functional Communication Goals for Non Verbal Students

I am aware that some prefer “non speaking” but non-verbal is the more frequently used term.

Using Alternative Communication Systems: By ___, when presented with a motivating item or activity, Student will use their AAC device, sign, picture exchange system, or communication board to independently express a want or need in 4 out of 5 opportunities as measured by staff data collection.
Expressing Basic Needs: By ___, Student will independently communicate basic needs (e.g., hungry, thirsty, bathroom, hurt, uncomfortable) using their designated communication method in 4 out of 5 opportunities across settings as measured by teacher or therapist data.
Initiating Social Interaction: By ___, during structured or unstructured social opportunities, Student will independently initiate interaction with a peer or adult (e.g., greeting, comment, request, question) using their communication system in 3 out of 4 observed opportunities as measured by observation and data collection.
Requesting Items or Activities: By ___, given access to preferred and non-preferred options, Student will request desired items, activities, or breaks using their AAC system or alternative communication method in 4 out of 5 opportunities as measured by staff data.
Responding to Questions: By ___, when asked familiar yes/no or simple WH-questions, Student will respond using their communication system with 80% accuracy across 3 consecutive data collection sessions.
Participating in Classroom Activities: By ___, during classroom routines or group activities, Student will use their communication method to follow directions, respond when called on, or contribute a relevant response in 4 out of 5 opportunities as measured by teacher data.
Expressing Preferences and Opinions: By ___, when presented with choices or asked for input, Student will independently communicate a preference (e.g., like/dislike, choice selection, opinion) using their communication system in 4 out of 5 opportunities as measured by staff data collection.
Requesting Help or Assistance: By ___, when experiencing difficulty with a task, Student will appropriately request help using their designated communication method instead of engaging in avoidance or challenging behavior in 4 out of 5 opportunities as measured by teacher or therapist data.
Initiating and Maintaining Conversation: By ___, during structured conversation practice, Student will initiate and maintain at least two back-and-forth exchanges using their communication system in 3 out of 4 observed opportunities as measured by data collection.
Using Communication to Solve Problems: By ___, when presented with a peer conflict or problem situation, Student will use their communication method to express their need, request support, or propose a solution in 3 out of 4 opportunities as measured by staff observation and data collection.

Self-Advocacy Communication in Educational Settings

Requesting Accommodations: By ___, when presented with a challenging academic task, Student will appropriately request a documented accommodation (e.g., extended time, reduced workload, read-aloud, break) in 4 out of 5 opportunities as measured by teacher data collection.
Explaining Learning Needs: By ___, Student will verbally or through AAC describe at least ___ personal learning strengths and ___ areas of need to a teacher or staff member in 3 out of 4 opportunities as measured by observation.
Requesting a Break Appropriately: By ___, when feeling overwhelmed, Student will request a break using speech, AAC, or a visual card instead of engaging in avoidance behavior in 4 out of 5 opportunities as measured by staff data.
Participating in IEP Meetings: By ___, during IEP meetings or preparation activities, Student will share at least ___ personal goals, preferences, or concerns in 3 out of 4 opportunities as measured by staff documentation.
Expressing Disagreement Respectfully: By ___, when disagreeing with a peer or adult, Student will express disagreement using respectful language in 4 out of 5 opportunities as measured by observation.

Conflict Resolution & Repair

Negotiating Peer Disagreements: By ___, during peer conflict, Student will use appropriate communication to propose a compromise or solution in 3 out of 4 opportunities as measured by staff data.
Repairing Misunderstandings: By ___, when a communication breakdown occurs, Student will clarify or restate their message in 4 out of 5 opportunities as measured by observation.
Using De-Escalation Language: By ___, when experiencing frustration, Student will use a taught script or phrase (e.g., “I need space,” “I’m frustrated”) instead of escalating behavior in 4 out of 5 opportunities as measured by staff data.

Behavior Replacement Communication

Requesting a Break Instead of Eloping: By ___, when feeling overwhelmed, Student will request a break using speech, AAC, or a visual cue instead of leaving the area without permission in 4 out of 5 opportunities as measured by staff data.
Requesting Attention Appropriately: By ___, when seeking adult attention, Student will use an appropriate communication strategy (e.g., raising hand, verbal request) instead of engaging in disruptive behavior in 4 out of 5 opportunities as measured by observation.
Requesting Sensory Input: By ___, when experiencing sensory discomfort, Student will request an appropriate sensory tool or activity in 4 out of 5 opportunities as measured by staff data.

Executive Function Communication

Requesting Task Clarification: By ___, when unsure about an assignment, Student will request clarification instead of disengaging in 4 out of 5 opportunities as measured by teacher observation.
Confirming Understanding: By ___, after receiving multi-step directions, Student will repeat or summarize the instructions to confirm understanding in 4 out of 5 opportunities as measured by staff data.
Communicating Task Completion: By ___, Student will appropriately notify the teacher or supervisor when a task is completed in 4 out of 5 opportunities as measured by observation.

Crisis Communication

Identifying Early Warning Signs: By ___, Student will identify and communicate at least ___ personal early warning signs of escalation in 3 out of 4 opportunities as measured by staff data.
Requesting Support Before Escalation: By ___, when experiencing early signs of distress, Student will request support from a designated adult before escalation in 4 out of 5 opportunities as measured by observation.
Identifying a Safe Adult: By ___, when feeling unsafe or overwhelmed, Student will identify and approach a designated safe adult in 4 out of 5 opportunities as measured by staff data.

Medical and Health Communication

Describing Symptoms Clearly: By ___, when experiencing illness or discomfort, Student will describe at least ___ relevant symptoms to a trusted adult or provider in 4 out of 5 opportunities as measured by documentation.
Asking Questions at Appointments: By ___, during structured role-play or real medical visits, Student will ask at least ___ relevant questions about their care in 3 out of 4 opportunities as measured by observation.
Reporting Medication Concerns: By ___, Student will appropriately communicate side effects or concerns related to medication in 4 out of 5 opportunities as measured by staff or caregiver report.

Functional Communication Goals for Speech Therapy

Improving Articulation and Intelligibility: By ___, Student will produce targeted speech sounds in words, phrases, or sentences with ___% accuracy across 3 consecutive therapy sessions as measured by SLP data collection to improve overall speech intelligibility.
Expanding Functional Vocabulary: By ___, Student will use ___ new functional vocabulary words (e.g., academic, social, daily living) appropriately in structured or natural settings in 4 out of 5 opportunities as measured by SLP or teacher data.
Enhancing Sentence Structure: By ___, given a visual or verbal prompt, Student will produce grammatically correct sentences containing at least ___ words including appropriate syntax and morphology in 4 out of 5 opportunities as measured by SLP data collection.
Developing Conversational Turn-Taking: By ___, during structured or unstructured conversation, Student will engage in at least ___ back-and-forth conversational exchanges, demonstrating appropriate turn-taking in 3 out of 4 observed opportunities as measured by SLP observation.
Improving Pragmatic Language Skills: By ___, Student will demonstrate appropriate use of pragmatic language skills (e.g., maintaining topic, interpreting nonverbal cues, adjusting tone, responding to peers) in 4 out of 5 observed opportunities as measured by SLP or staff data.
Enhancing Narrative Skills: By ___, given a visual prompt or personal experience, Student will retell a story including a clear beginning, middle, and end with at least ___ key details in 3 out of 4 opportunities as measured by SLP data collection.
Increasing Auditory Processing Skills: By ___, when given multi-step verbal directions, Student will accurately follow ___ step directions with ___% accuracy across 3 consecutive sessions as measured by SLP or teacher data.
Reducing Dysfluency: By ___, Student will use taught fluency strategies (e.g., slow rate, easy onset, controlled breathing) to reduce dysfluencies during structured speaking tasks in ___% of opportunities as measured by SLP data collection.
Using AAC Effectively: By ___, Student will independently use their AAC system to communicate wants, needs, comments, or responses in 4 out of 5 opportunities across settings as measured by SLP and staff data collection.
Applying Communication Skills in Functional Contexts: By ___, Student will demonstrate targeted communication skills in real-life or simulated contexts (e.g., classroom discussion, requesting assistance, ordering food, peer interaction) in 4 out of 5 opportunities as measured by observation and data collection.

AAC Goals for Functional Communication

Initiating Communication Using AAC: By ___, Student will independently initiate communication using their AAC system (e.g., selecting symbols, pressing buttons, constructing messages) to express a want, need, or comment in 4 out of 5 opportunities as measured by staff data collection.
Expanding AAC Vocabulary and Symbol Use: By ___, Student will accurately use at least ___ new vocabulary words or symbols within their AAC system during structured or natural communication opportunities in 4 out of 5 trials as measured by SLP or teacher data.
Navigating the AAC System Independently: By ___, Student will independently navigate between pages, folders, or categories within their AAC system to locate and select appropriate vocabulary in 4 out of 5 opportunities as measured by data collection.
Expressing Emotions Using AAC: By ___, when experiencing a range of emotions (e.g., happy, frustrated, tired, excited), Student will use their AAC system to accurately label or describe their emotional state in 4 out of 5 opportunities as measured by observation and data tracking.
Requesting Assistance or Clarification Using AAC: By ___, when confused or needing support, Student will independently use their AAC system to request help or clarification instead of engaging in avoidance or challenging behavior in 4 out of 5 opportunities as measured by staff data.
Participating in Social Interaction Using AAC: By ___, during structured or unstructured peer interaction, Student will use their AAC system to greet, comment, ask or answer a question, or take conversational turns in at least ___ back-and-forth exchanges in 3 out of 4 observed opportunities as measured by observation.
Using AAC in Academic Activities: By ___, during classroom instruction, Student will use their AAC system to respond to teacher questions, ask for clarification, or contribute to discussion in 4 out of 5 opportunities as measured by teacher or SLP data.
Using AAC Across Daily Routines: By ___, across at least ___ daily routines (e.g., arrival, mealtime, transitions, community activities), Student will independently use their AAC system to communicate wants, needs, or comments in 4 out of 5 opportunities as measured by staff data collection.
Using AAC for Problem-Solving and Decision-Making: By ___, when presented with a problem situation or choice, Student will use their AAC system to express a preference, propose a solution, or negotiate an outcome in 3 out of 4 opportunities as measured by observation and data tracking.
Increasing Efficiency of AAC Use: By ___, Student will construct and communicate a complete message using their AAC system within ___ seconds in 4 out of 5 opportunities to increase communication efficiency as measured by SLP or staff data collection.

Functional Communication Goals: Safety Setting

Here is a list of functional communication goals that will apply to safety settings.

Following Emergency Directions: By ___, during drills or simulated emergency situations, Student will follow verbal or visual safety instructions (e.g., stop, exit, stay with group, evacuate) within ___ seconds in 4 out of 5 opportunities as measured by staff observation and data collection.
Requesting and Providing Assistance in Emergencies: By ___, when assistance is needed in a safety-related situation, Student will appropriately request help from a trusted adult using speech, AAC, or another communication method in 4 out of 5 opportunities as measured by staff data.
Communicating Illness or Injury: By ___, when experiencing illness, discomfort, or pain, Student will independently communicate the problem to an adult using their designated communication method in 4 out of 5 opportunities as measured by observation and documentation.
Following Safety Rules and Schedules: By ___, when given verbal or visual reminders of safety rules or activity schedules, Student will demonstrate understanding by following the stated expectation in 4 out of 5 opportunities as measured by staff data collection.
Seeking Comfort or Guidance Appropriately: By ___, when distressed, confused, or overwhelmed, Student will seek comfort, advice, or guidance from a designated adult instead of engaging in unsafe behavior in 4 out of 5 opportunities as measured by observation and data tracking.
Following Community Safety Regulations: By ___, during community-based instruction or outings, Student will follow posted rules, signs, and adult instructions (e.g., stop signs, crosswalk signals, store rules) in 4 out of 5 opportunities as measured by staff observation.
Using phone to Request Help: By ___, during simulated or real-life practice scenarios, Student will use a telephone or communication device to call a designated emergency or support contact and provide necessary information in 3 out of 4 opportunities as measured by data collection.
Seeking Help from Safety Personnel: By ___, when presented with a potentially unsafe situation during instruction or role-play, Student will identify and seek assistance from an appropriate safety authority (e.g., police officer, security guard, trusted adult) in 4 out of 5 opportunities as measured by staff observation.
Understanding and Communicating Personal Rights: By ___, when presented with scenarios involving personal rights, Student will appropriately state or communicate at least ___ personal or disability-related rights and request support if those rights are not respected in 3 out of 4 opportunities as measured by teacher data.
Contacting and Arranging for Services: By ___, given a structured scenario or supported practice, Student will use their communication method to request or schedule a needed service (e.g., medical appointment, repair service, support professional) by providing required information in 3 out of 4 opportunities as measured by staff observation and data collection.

Digital and Technology Communication

Writing Professional Emails: By ___, given a structured template, Student will compose a professional email including greeting, purpose, and closing in 4 out of 5 opportunities as measured by teacher data.
Using Appropriate Online Communication: By ___, during digital interactions, Student will use appropriate tone and language in 4 out of 5 opportunities as measured by staff monitoring.
Requesting Help in Virtual Settings: By ___, during virtual instruction or meetings, Student will appropriately request clarification or assistance using platform tools (e.g., chat, raise hand) in 4 out of 5 opportunities as measured by observation.

Functional Communication Goals: Workplace Setting

Requesting and Providing Assistance at Work: By ___, in a vocational or simulated work setting, Student will appropriately request assistance from a supervisor or co-worker or offer assistance when appropriate in 4 out of 5 opportunities as measured by job coach or staff data collection.
Following Work Schedules and Rules: By ___, given a written or visual work schedule and stated workplace expectations, Student will follow assigned tasks and workplace rules independently in 4 out of 5 opportunities as measured by supervisor or staff observation.
Requesting Work Materials or Equipment: By ___, when required materials or equipment are unavailable, Student will appropriately request needed items from a supervisor or co-worker using clear and respectful communication in 4 out of 5 opportunities as measured by staff data.
Communicating Absences or Tardiness: By ___, when late or unable to attend work, Student will independently notify the appropriate supervisor using an agreed-upon communication method (e.g., phone call, email, text) prior to the start of the shift in 4 out of 5 opportunities as measured by documentation.
Relaying Messages in the Workplace: By ___, when asked to transmit a message to a supervisor or co-worker, Student will accurately convey the message including key details in 4 out of 5 opportunities as measured by staff observation.
Engaging in Professional Conversation: By ___, during workplace interactions, Student will participate in simple conversational exchanges with co-workers (e.g., greeting, brief discussion, sharing relevant information) in at least ___ back-and-forth exchanges in 3 out of 4 observed opportunities as measured by job coach or supervisor data.
Communicating Workplace Concerns: By ___, when experiencing a workplace concern (e.g., safety issue, misunderstanding, schedule conflict), Student will appropriately express the concern to a supervisor using clear and respectful communication in 4 out of 5 opportunities as measured by observation and documentation.
Discussing Employment-Related Matters: By ___, during structured role-play or real workplace meetings, Student will appropriately ask or respond to questions about salary, schedule, benefits, or promotion opportunities in 3 out of 4 opportunities as measured by staff observation.
Participating in a Job Interview: By ___, during a simulated or real job interview, Student will provide accurate information about work history, skills, and qualifications and respond to at least ___ interview questions appropriately in 3 out of 4 opportunities as measured by teacher or job coach data.

Functional Communication Goals: Social Setting

Requesting and Providing Assistance with Peers: By ___, during structured or unstructured social activities, Student will appropriately request assistance or offer help to peers in 4 out of 5 opportunities as measured by staff observation and data collection.
Requesting Desired Items or Materials: By ___, when participating in play or instructional activities, Student will appropriately request a desired object, toy, game, or material using speech, AAC, or another communication method in 4 out of 5 opportunities as measured by observation.
Reinforcing or Complimenting Peers: By ___, during peer interactions, Student will provide an appropriate positive comment or reinforcement (e.g., “good job,” “nice try”) in 3 out of 4 observed opportunities as measured by staff data.
Expressing Preferences During Social Activities: By ___, during free play, snack, or group activities, Student will independently communicate preferences (e.g., activity choice, food selection, participation) in 4 out of 5 opportunities as measured by data collection.
Delivering a Message to Others: By ___, when asked to relay a message, Student will accurately deliver the message including key details to the intended person in 4 out of 5 opportunities as measured by staff observation.
Identifying and Requesting Desired Items in Community Settings: By ___, during school or community-based activities (e.g., library, store, commissary), Student will identify and appropriately request a desired item in 4 out of 5 opportunities as measured by observation and data tracking.
Engaging in Simple Conversational Exchange: By ___, during social interaction, Student will participate in at least ___ back-and-forth conversational exchanges, sharing thoughts or feelings appropriately in 3 out of 4 observed opportunities as measured by staff data.
Following Social Rules and Schedules: By ___, when given verbal or visual reminders of group rules or schedules, Student will follow the stated expectation in 4 out of 5 opportunities as measured by observation and documentation.
Using Social Courtesies: By ___, Student will independently use appropriate social courtesies (e.g., please, thank you, excuse me) during peer or adult interactions in 4 out of 5 opportunities as measured by staff data.
Apologizing Appropriately: By ___, when involved in an accidental mishap or inappropriate behavior, Student will provide an appropriate apology using speech or AAC in 4 out of 5 opportunities as measured by observation.
Participating in Group Singing or Social Activities: By ___, during structured social events, Student will appropriately participate in group singing or shared activities in 3 out of 4 observed opportunities as measured by staff data.
Requesting and Providing Directions: By ___, when given or asked for directions during play or group tasks, Student will appropriately request clarification or provide directions to others in 4 out of 5 opportunities as measured by observation.
Seeking and Providing Emotional Support: By ___, when a peer is distressed or when personally upset, Student will appropriately seek or provide comfort or guidance in 3 out of 4 observed opportunities as measured by staff data.
Expressing and Responding to Feelings: By ___, during social interactions, Student will appropriately express personal feelings and respond to others’ expressed feelings in 4 out of 5 opportunities as measured by observation and data tracking.
Requesting Clarification from Supervisors: By ___, when given oral directions in a structured activity, Student will request clarification when confused in 4 out of 5 opportunities as measured by staff data collection.
Responding to Praise or Correction: By ___, when provided with praise or corrective feedback, Student will continue appropriate behavior or discontinue inappropriate behavior within ___ seconds in 4 out of 5 opportunities as measured by observation.
Following Game Instructions (Indoor): By ___, during structured indoor games, Student will follow stated rules and directions in 4 out of 5 opportunities as measured by staff data.
Following Game Instructions (Outdoor or Physical Activities): By ___, during outdoor games or physical activities, Student will follow instructions and participate appropriately in 4 out of 5 opportunities as measured by observation.
Accepting Invitations to Participate: By ___, when invited by peers to join a leisure activity, Student will respond appropriately (accepting or declining respectfully) in 4 out of 5 opportunities as measured by staff observation.
Making Plans with Peers: By ___, during structured planning activities, Student will collaboratively make a plan for a recreational activity with at least one peer in 3 out of 4 opportunities as measured by observation.
Inviting Others to Participate: By ___, Student will appropriately invite a peer or family member to participate in a leisure activity in 3 out of 4 observed opportunities as measured by staff data.
Engaging in Leisure Activity Communication: By ___, during participation in a leisure activity (e.g., game, hike, sporting event), Student will appropriately respond to and provide relevant information in 4 out of 5 opportunities as measured by observation.
Purchasing Items in Community Settings: By ___, during simulated or real purchasing opportunities, Student will request and complete the purchase of a needed item (e.g., hobby or sports equipment) using appropriate communication in 3 out of 4 opportunities as measured by staff data.
Arranging Recreational Activities: By ___, during structured practice or real-life opportunities, Student will use appropriate communication to inquire about, reserve, or arrange participation in a recreational activity in 3 out of 4 opportunities as measured by observation and documentation.

Functional Communication in the Community

These functional communication goals will be necessary if functional independence or independent living is the ultimate goal.

Communicating Needed Purchases: By ___, when identifying a needed household or personal item (e.g., food, clothing, medication, hygiene supplies, assistive devices), Student will appropriately communicate the specific item and relevant details to a store employee, caregiver, or support person in 4 out of 5 opportunities as measured by observation and data collection.
Engaging in Basic Financial Transactions: By ___, during simulated or real banking scenarios, Student will appropriately communicate with bank personnel to complete a basic transaction (e.g., deposit, withdrawal, balance inquiry) in 3 out of 4 opportunities as measured by staff observation.
Inquiring About Housing Options: By ___, during structured practice or real-life opportunities, Student will appropriately ask relevant questions about renting or purchasing housing (e.g., cost, availability, lease terms) in 3 out of 4 opportunities as measured by observation and documentation.
Requesting Insurance Information: By ___, during role-play or supported community practice, Student will appropriately inquire about or request information regarding needed insurance coverage in 3 out of 4 opportunities as measured by staff data.
Communicating About Tax Forms: By ___, when completing a structured tax-related scenario, Student will appropriately request clarification, provide required information, or ask for assistance from a designated individual in 3 out of 4 opportunities as measured by observation.
Negotiating Agreements or Contracts: By ___, during structured role-play scenarios, Student will appropriately discuss and negotiate at least ___ key terms (e.g., cost, timeline, responsibilities) within a simulated agreement or contract in 3 out of 4 opportunities as measured by staff observation.
Discussing Investment Options: By ___, during structured instruction or role-play, Student will appropriately ask at least ___ relevant questions regarding an investment or savings option in 3 out of 4 opportunities as measured by observation and data collection.
Requesting and Following Travel Directions: By ___, while navigating the community (walking or using transportation), Student will appropriately request and follow directions to a designated location in 4 out of 5 opportunities as measured by staff observation.
Locating Public Conveniences: By ___, in community settings, Student will appropriately request and follow directions to public conveniences (e.g., restroom, drinking fountain, mailbox) in 4 out of 5 opportunities as measured by observation and data tracking.
Requesting Transportation Assistance: By ___, when using public or private transportation, Student will appropriately request assistance or clarification from transportation personnel in 4 out of 5 opportunities as measured by staff data.
Navigating Large Public Buildings: By ___, in structured or real-life settings (e.g., mall, museum, arena), Student will appropriately request and follow directions to a specific destination within the building in 4 out of 5 opportunities as measured by observation.
Providing Directions to Others: By ___, when asked for assistance, Student will provide clear and accurate directions to another person in 3 out of 4 opportunities as measured by staff observation.
Planning Community or Travel Activities: By ___, during structured planning activities, Student will collaborate with at least one other person to plan a social, leisure, or travel activity, communicating at least ___ relevant details (e.g., location, transportation, cost, schedule) in 3 out of 4 opportunities as measured by observation and documentation.

How to Decide Which Functional Communication Goal to Choose

Not every student needs every functional communication goal. The right goal depends on what the student is trying to communicate and how they are currently communicating it. Start by asking: What is the function? And is that described in present levels? Because all goals start with baselines in present levels.

If the student is eloping, shutting down, or putting their head down during work, the issue may not be compliance. The student may need a goal that teaches how to request a break, ask for help, or say “this is too hard.”

If the student grabs materials or interrupts frequently, the priority may be learning to appropriately request items, attention, or turn-taking. If the student escalates after correction, you may need goals focused on tolerating feedback, asking clarifying questions, or expressing frustration safely. If the student engages in behavior during transitions, the goal may focus on requesting more time, asking what comes next, or using a visual schedule to reduce anxiety.

Functional communication goals should replace a behavior with a safer, more effective communication strategy. When the communication skill improves, the behavior often decreases.

What Is Functional Communication?

Functional communication is how a person independently expresses wants, needs, choices, feelings, and social interactions in a way that others can understand.

Communication may occur through:

• Speech
• Picture Exchange (PECS)
• Gestures
• Sign language
• AAC devices or other assistive technology

Functional communication is not limited to spoken language. If a student can clearly express “I want,” “I need help,” “I’m done,” or “I don’t like this” through any reliable method, that is functional communication.

Why Functional Communication Is So Important in an IEP

When students do not have an appropriate way to communicate, behavior often becomes the communication.

Throwing food may mean “I don’t like this.”
Grabbing a toy may mean “I want that.”
Walking away may mean “This is too hard.”

Before writing a behavior goal, the IEP team should ask: What is the student trying to communicate? Then we teach a safer, more effective replacement behavior.

A Note on Ableism and “Appropriate” Communication

You will see some goals below that reference responding “appropriately.” I use that word carefully.

Too often, we spend significant time teaching disabled students to communicate in ways that feel socially typical, while spending very little time teaching non-disabled peers to understand different communication styles.

If a student flaps when excited or makes joyful sounds, that is not automatically something to eliminate. If it is not harmful, it may simply be a difference in expression. IEP teams should be cautious not to confuse “different” with “wrong.”

Functional communication goals should focus on safety, access, and independence and not forcing students to mask harmless differences.

Common Mistakes I See in Functional Communication IEP Goals

Over the years, I’ve seen some patterns that don’t serve students well. Writing goals that say “respond appropriately” without defining what that means. If it isn’t measurable and observable, it’s not a strong goal.

Targeting speech production when the student clearly needs AAC or another communication system. The goal should match the student’s current communication access, not the adult’s preference. Focusing on compliance instead of independence. A goal should not simply be “follow directions.” It should teach the student how to ask questions, request clarification, or advocate when they don’t understand.

Ignoring generalization. If a student can request help in speech therapy but not in math class, the goal may need to specify multiple settings. Confusing sensory regulation with communication. If a behavior is primarily sensory-driven, a communication goal alone may not solve the issue. The IEP team may need to address regulation supports as well.

Strong functional communication goals are specific, measurable, and tied to real-life situations. They should increase access, safety, and independence — not just reduce behavior on paper.

Functional communication is not just about talking. It is about access, independence, and safety. If a student cannot effectively communicate wants, needs, discomfort, confusion, or disagreement, behavior will often become the communication. That is why functional communication goals belong in so many IEPs, across academic, social, vocational, and community settings.

The key is making sure goals are individualized and measurable. A goal should match the student’s current communication method, whether that is speech, AAC, sign, gestures, or another system. It should also address the function behind the behavior, not just the surface behavior itself.

When written well, functional communication goals increase independence, reduce frustration, and support long-term transition outcomes. They are not about compliance. They are about giving students the tools to advocate for themselves and navigate the world safely and successfully.

As always, plug any goal into your district’s IEP goal formula so that it includes a condition, skill, criteria, and method of measurement. Data drives decisions and communication is too important to leave vague. Functional communication is foundational. When students can clearly communicate, everything else becomes more possible.