A good IEP goal for following directions names the exact support allowed, the number of steps, how often the child needs to succeed, and by when. Below are example goals banded by age that you can bring to an IEP meeting and adapt with your child's school SLP. None of these are meant to be copied word for word into a real IEP without your team's review.
What does an IEP goal for following directions actually look like?
Every measurable IEP goal has four parts: the condition (what support is given), the behavior (what the child does), the criterion (how often or how well), and the timeframe (usually the next annual review). For following directions, the "behavior" is usually described in terms of steps, like a one-step direction versus a two-step or multi-step direction with no unrelated items in between.
A basic goal shape looks like this: given [a stated support level], the student will follow [a stated number of steps] direction(s) with [a stated accuracy] across [a stated number of opportunities or sessions], by [a stated date]. You fill in each bracket based on where your child is now and where the team thinks is realistic in a year.
Is following directions an IFSP outcome or an IEP goal?
This depends entirely on age. Before age three, a child usually qualifies for services through early intervention, and the team writes an IFSP outcome rather than a school IEP goal. At age three and up, if the child qualifies for special education, the team writes a formal IEP goal instead. The underlying skill is the same, but the paperwork and the language differ. Our early intervention by state guide walks through how that transition works where you live.
Sample IFSP outcome (before age 3)
Given a familiar activity and adult support as needed, the child will follow a one-step direction without a gesture cue in 4 out of 5 opportunities across 3 consecutive sessions, as measured by clinician data, by the next annual review.
Progress here is measured by a clinician or early intervention provider comparing performance across sessions to a documented baseline. The goal should also state what kind of support is allowed, whether that is a gesture, a visual, a model, or adult prompting, because without naming the support level, it is hard to tell whether the child actually improved or just got more help.
Sample goals by age
These are starting points to discuss with your child's SLP, not language to paste directly into a legal document. Every real goal should be individualized based on your child's current skills, the classroom setting, and the team's clinical judgment.
| Age band | Setting | Example goal |
|---|---|---|
| Around age 3 | Preschool or IEP transition | Given a familiar classroom routine and one visual cue, the student will follow a one-step direction that does not include a gesture cue in 4 out of 5 trials across 3 consecutive sessions, by the next annual review. |
| Around age 5 | Kindergarten classroom | Given a small group activity and no more than one verbal repetition, the student will follow a two-step related direction (for example, "put the crayons away and sit on the rug") with 80 percent accuracy across 4 out of 5 data collection opportunities, by the next annual review. |
| Ages 7 to 9 | General education classroom | Given classroom instructions with no repetition or visual support, the student will follow a three-step unrelated direction (steps that are not in a predictable sequence) with 80 percent accuracy across 4 out of 5 opportunities, as measured by teacher or SLP data, by the next annual review. |
Notice the pattern moving left to right across ages: the number of steps goes up, the steps become less related to each other, and the allowed support (visual cues, repetition, gestures) gets stripped away. That progression is usually what shows real growth, more than the accuracy percentage alone.
How does this connect to sound development?
Following directions is a language and attention skill, not an articulation skill, so it is worth remembering that a child can have excellent direction-following and still be working on individual speech sounds, or the reverse. If your child's IEP also includes articulation goals, it helps to know typical sound acquisition ages so the goals make sense together. Most children have mastered p, b, m, d, n, h, t, k, g, w, ng, f, and y by age 2 to 3. By age 4, most have added l, j, ch, s, v, sh, and z. By age 5, most have r, zh, and voiced th. Voiceless th is typically last, mastered by around age 6. This pattern comes from a review of speech sound acquisition research hosted by NIDCD. A child who is not yet following two-step directions at age 4 might simply need more practice, or the team might want to look at hearing, attention, or expressive language alongside articulation.
A practical routine to build toward the goal at home
IEP goals get met faster when home practice lines up with what the classroom is targeting. Ask the SLP what step count and support level your child is currently working on, then try this simple routine a few times a week:
- Pick a real routine your child already does, like cleanup time, getting dressed, or setting the table. Directions tied to real activities stick better than flashcard-style drills.
- Start at your child's current step count. If they are working on one-step directions, give one clear instruction and wait. Do not stack a second instruction on top out of habit.
- Use the same support level the school is using. If the goal says "no gesture cue," practice without pointing or miming, even though it is tempting to help.
- Build up gradually. Once one-step directions are solid without support, add a second step that is naturally connected ("get your shoes and put them by the door") before moving to unrelated two-step directions.
- Keep a simple tally for a week. Noting a rough percentage, even on paper, gives you something concrete to compare against the school's data at the next check-in.
What can parents ask for at the IEP meeting?
You do not need to write the goal yourself, but you can ask pointed questions that push the team toward a goal that actually works for your child:
- Ask what the current baseline is. A goal without a documented starting point is hard to measure progress against.
- Ask exactly what support level is written into the goal (visual cues, repetition, gestures, wait time) and whether that matches what actually happens in the classroom day to day.
- Ask how and where data will be collected, and how often you'll see it. Quarterly progress reports are standard, but you can ask for more frequent updates if you are concerned.
- Ask how this goal connects to a real classroom task, like transitioning between activities or completing multi-step assignments independently.
- Ask who is responsible for practicing this goal outside of direct SLP sessions, since paraprofessionals and classroom teachers often reinforce it too.
The Parent Center Hub's IEP overview is a solid plain-language explainer of the whole IEP process if this is your first meeting, and the official rules governing all of this live in IDEA, the federal law that guarantees these services. Our own IEP support hub has more on preparing for meetings, understanding evaluation reports, and tracking progress between annual reviews.
When should you get a professional evaluation?
If your child is under 3 and you are noticing they rarely respond to simple requests, do not point or gesture to communicate, or seem to ignore spoken instructions even when you have their attention, contact your state's early intervention program for a free evaluation. You do not need a doctor's referral to start this process. Our early intervention by state guide has contact steps for every state.
If your child is 3 or older and struggles to follow directions that most same-age peers manage, even with reminders and repetition, ask your child's school in writing for a special education evaluation. Schools are required to respond to a written request within a specific timeframe under IDEA. If you are just starting to explore whether something is off, our getting started guide is a good first stop for sorting out next steps.
Is a goal for following directions the same as a goal for listening comprehension?
They overlap but are not identical. Following directions is one observable behavior that shows a child understood spoken language, while listening comprehension is broader and might also include answering questions or retelling a story. Many IEPs list following directions as one specific, measurable piece of a larger receptive language goal.
How many steps should a 5-year-old be able to follow?
Most kindergarten teams write goals around two related steps, moving toward two unrelated steps by the end of the year. This is a general target for goal-writing purposes, not a hard developmental cutoff, so your child's SLP will adjust based on actual classroom performance.
Can a goal include AAC or visual supports instead of speech?
Yes. Following directions is a receptive skill, so the goal is about understanding and acting on the direction, not about how the child expresses themselves. AAC, visual schedules, and picture cues can all be part of how support is provided or gradually reduced within the goal.
What if my child meets the goal early?
Ask the team for an amendment or a new goal rather than waiting for the annual review. IEPs can be revised any time the team agrees a change is needed, and there is no reason to let a child coast on a goal they have already mastered.
Do speech sound goals and following-directions goals usually appear together?
Often, yes, especially for younger children who are working on both expressive sounds and receptive language at the same time. They are typically written as separate, distinct goals even when they show up on the same IEP.
This page is educational information, not a diagnosis or a legal document. Every child's IEP or IFSP goal should be written and adjusted by a qualified team that includes a licensed speech-language pathologist who has actually assessed your child, and any concerns about your child's development are worth bringing to that professional directly.