Communication IEP goals for a child with emotional disturbance
Emotional disturbance can crowd out words at the exact moment they matter, turning a feeling into a shutdown or an outburst. The goal should name the words your child reaches for before that peak, the listener, and how often that swap happens. Open your child’s IEP to the goal page and read one goal for three things: the baseline it starts from, the behavior someone could count, and the date it gets reported.
By The Advocate Ally, checked against the rules it cites. Sources checked September 15, 2026.
Is this your goal?
“Student will manage emotions and communicate concerns to an adult before behavior escalates, as observed by staff.”
It names no words to use and no listener.
What the rule says
“A statement of measurable annual goals … [and] [a] description of … [h]ow the child’s progress toward meeting the annual goals will be measured, and when periodic reports … will be provided.”
34 CFR 300.320(a)(2)(i) and (a)(3)
The rule’s own example of a periodic report is quarterly, issued with report cards: four updates a year.
The three tests
Every strong goal below passes all three.
BaselineWhere your child is today, as a number with its date, in present levels.
CountableA behavior two adults would tally the same way. Read the goal: what would you count?
ReportedHow often the number comes home. Check the progress-reporting box, then the last report sent.
Weak“Corin will hand his teacher a red card instead of leaving the room, on 4 of 5 flagged times, tallied weekly.”
Strong“During independent seatwork, Corin will hand his teacher a red card instead of leaving the room, on 4 of 5 flagged times, tallied weekly.”
Baseline
During seatwork, red card given once in five.
Countable
Card handed to teacher, room not left.
Reported
Five school days, one weekly card score.
With no trigger named, staff cannot tell a hard moment from any other, so the card goes unused and Corin still bolts.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What moment is this red card supposed to be used for?”
See whether the accommodations page lists this red card at all.
3rd through 5th grade
Weak“During small-group work, Corin will tell an adult he needs a break instead of yelling, logged weekly.”
Strong“During small-group work, Corin will tell an adult he needs a break instead of yelling, on 3 of 5 flagged times, logged weekly.”
Baseline
Break requested in one of five flagged times.
Countable
Break request named, yelling avoided: two marks.
Reported
Someone adds up the log at month end.
Leave the rate unwritten and one good Tuesday gets treated as the whole story, while Corin still yells on days nobody graphs.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Could we add a target rate so we know this goal is met?”
Read present levels and count how many break requests appear there.
6th through 8th grade
Weak“Given a morning check-in sheet, Corin will name one worry to the counselor before first period, on 4 of 5 mornings.”
Strong“Given a morning check-in sheet, Corin will name one worry to the counselor before first period, on 4 of 5 mornings, reviewed monthly.”
Baseline
Corin names a worry two mornings of five.
Countable
One worry told to counselor: single mark.
Reported
No date names when this gets reviewed.
With no review date fixed, missed check-ins can pile up for weeks before anyone at school notices the pattern.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“When does anyone sit down and look at these morning check-in counts?”
The progress-reporting box should already carry a review date here.
9th through 12th grade
Weak“When a grade upsets him, Corin will demonstrate appropriate self-advocacy skills, on 3 of 4 upsets, reported monthly.”
Strong“When a grade upsets him, Corin will send his case manager one message naming the class and the concern, on 3 of 4 upsets, reported monthly.”
Baseline
Corin sent one message about four upsets.
Countable
“Self-advocacy skills” names no message sent.
Reported
Monthly count of messages, one number home.
Nobody can score self-advocacy skills, so an adult keeps guessing at Corin’s mood instead of reading an actual message from him.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What exact message counts here, and who is supposed to receive it?”
The goal page should already name the message Corin is asked to send.
What to ask the team
What words or signal is Corin expected to use before he escalates?
Which adult is meant to hear it, and are they always present?
Does the count track the words used, or only whether the outburst stopped?
An example is not your child’s goal: it does not replace the data the team starts from, or advice from someone qualified in your state.
Have every goal in your IEP checked against these three tests, free.
The review reads every page you upload, flags each goal missing a baseline, measurable criteria, a target or a timeline, and quotes the wording with its page.
