When a student has trouble following directions, staying on task, or transitioning between activities, it could point to a deeper need. These everyday challenges are often signs of difficulties with executive functioning, the cognitive processes that help students plan, focus, manage time, and follow through on tasks.
Without the right support, these students risk falling behind academically and socially, despite their potential to thrive. An Individualized Education Program (IEP) offers an opportunity to change this trajectory.
By setting clear, personalized goals that target executive functioning skills, educators can equip students with the tools they need for long-term success.
In this guide, you’ll find:
- A clear breakdown of executive functioning skills
- Examples of SMART IEP goals by grade level
- Tools and best practices to track progress
- How online therapy can help bridge the gap
Let’s explore how meaningful IEP goals can empower students and support their growth.
Key Takeaways
- Executive functioning challenges can impact a student’s learning, behavior, and independence, with or without a formal diagnosis or additional learning differences.
- Including well-written, individualized executive functioning goals in a student’s IEP helps provide structure, build essential skills, and improve long-term outcomes.
- Using the SMART framework ensures goals are specific, measurable, and aligned to each student’s unique needs, making them more effective and easier to track over time.
What Are Executive Functioning Skills?
Executive functioning skills are the mental tools students use to manage their learning, behavior, and responsibilities. These include working memory, organization, time management, impulse control, and flexible thinking.
Students with ADHD, autism spectrum disorder, anxiety, depression, traumatic brain injury, or other learning differences often experience executive functioning challenges. That is why many special education teams include executive functioning IEP goals as part of a student’s support plan.
Here are three executive functioning skills commonly addressed in IEPs:
1. Cognitive Flexibility
This is the ability to adapt to change and shift attention when needed. Students may:
- Struggle with transitions or changes in routine
- Resist new strategies or perspectives
- Have difficulty adjusting when plans change
2. Working Memory
Working memory allows students to hold and use information during a task. Students may:
- Forget multi-step directions
- Lose their place in a sequence
- Struggle to recall familiar steps in a routine
3. Inhibitory Control
This skill involves managing impulses and filtering distractions. Students may:
- Interrupt frequently or act impulsively
- React strongly to minor setbacks
- Have difficulty focusing in noisy or unstructured environments
Why Executive Functioning Goals Matter in IEPs
When executive functioning challenges go unaddressed, students may be misinterpreted as defiant, unmotivated, or inattentive. In reality, they need support in developing self-management skills that many of their peers are still learning, too.
Incorporating these skills into the IEP allows educators to set clear expectations, provide structured practice, and track progress. These goals should be individualized, functional, and aligned with students’ real-life needs.
However, simply setting a goal isn’t enough. It must be well-written, measurable, and meaningful.
Writing SMART Executive Functioning IEP Goals
The SMART framework is the best way to ensure IEP goals are effective:
- Specific – Define the skill or behavior clearly
- Measurable – Include criteria that can be observed and tracked
- Achievable – Make sure the goal matches the student’s current ability
- Relevant – Align the goal with the student’s real needs
- Timely – Set a timeframe for completion, such as by the end of the IEP year
Each annual goal should include short-term objectives that build up to the larger target. These help educators monitor progress and adjust support as needed.
SMART Goal Examples by Grade
Elementary School
By the end of the IEP year, when given a multi-step morning routine, the student will independently hang up their backpack and coat, remove their folder, and place it in the designated bin within 5 minutes of arrival on 4 out of 5 days per week, as measured by a teacher assistant checklist and observation.
Middle School
By the end of the IEP year, during classroom instruction, the student will limit unprompted verbal comments to 2 or fewer per class period for 5 out of 5 days per week, as measured by a teacher tally tracking sheet.
High School
By the end of the IEP year, when transitioning between academic tasks, the student will use a pre-taught strategy (like checking a visual schedule or taking a deep breath) and begin the new task within 2 minutes in 4 out of 5 daily transitions, as measured by teacher observation logs.
Writing strong goals is just part of the process. Consistent support and reinforcement truly help students grow.
How Online Therapy Can Support Executive Functioning Skill Development
Educators are balancing more responsibilities than ever. While executive functioning support is crucial, many schools struggle to deliver it consistently.
That’s where eLuma can help.
Through psychoeducational evaluations, followed by live online therapy sessions, eLuma offers personalized, evidence-based support for students with executive functioning challenges. Our providers work closely with students on skills like:
- Time management and organization
- Task initiation and completion
- Emotional regulation and impulse control
- Visual schedules and planning tools
With eLuma Insight™, schools also receive real-time progress monitoring. You’ll always know how students are advancing toward their goals.
Every student deserves the chance to thrive. With functional goals and support, they can.
Whether you’re writing IEPs, managing a caseload, or looking for ways to enhance your school’s support services, eLuma is your resource to support you, your students, and their families. eLuma has professional resources and individuals here to guide you every step of the way with writing IEP goals for executive functioning.
Executive Functioning Frequently Asked Questions (FAQs)
Is executive functioning disorder a real diagnosis?
While executive functioning disorder is not an official diagnosis in the DSM-5, it is a widely recognized challenge that affects learning and development. It often appears alongside ADHD, autism, and other conditions.
What are the signs that a student may need executive functioning goals?
Students who struggle with planning, organization, following directions, managing time, transitioning between tasks, or staying on task may benefit from executive functioning goals in their IEP.
At what age should executive functioning support begin?
Executive functioning skills begin developing in early childhood. Teachers often support these skills starting in preschool or kindergarten. Students who need more targeted help can benefit from supports built into their IEP as early as possible.
How do I know if executive functioning belongs in a student’s IEP?
If executive functioning difficulties impact a student’s learning, independence, or classroom behavior, it is appropriate to address these skills with measurable IEP goals. Observations, data, and input from multiple team members can help determine need.
