112 example goals

ABA therapy goals: examples and goal bank

112 ABA goal examples by skill area, from functional communication to parent training, written to be measurable and assent-based.

Build your own goal behaviour therapy treatment plan template

Starting points to adapt: replace [Name] and [date], then fit the skill, support, and criterion to the person.

112 goals · 12 skill areas

Functional communication
Choice-making and self-advocacy
Self-regulation goals
Transitions, waiting and flexibility
Social skills goals
Play skills goals
Daily living skills goals
Safety skills
Learning readiness and group participation
Community participation
Replacement behaviour goals
Parent training goals

Functional communication goals

Requesting, refusing, getting attention and asking for help. Count independent messages across people and places, and record the mode and prompt level.

By [date], [Name] will request a break using a break card, sign or spoken phrase when a task becomes difficult, without adult prompts, on 4 of 5 opportunities across three sessions.
By [date], [Name] will ask for help (a spoken "help", the help sign or an AAC button) when a container, zip or toy will not open, independently on 80% of opportunities across clinic and home.
By [date], [Name] will refuse an item or activity with a clear, safe message ("no", a head shake, pushing the card away or "finished" on AAC) on 4 of 5 offers, and adults will honour the refusal whenever it is safe to do so.
By [date], [Name] will use their AAC device to request at least 5 different snacks or activities during a 30-minute session, with no more than one gestural prompt per request, across three sessions.
By [date], [Name] will gain an adult's attention with a name call, a tap on the arm or an AAC "come here" button before making a request, on 8 of 10 opportunities at home and clinic.
By [date], [Name] will request "more" of an ongoing activity such as swinging, bubbles or tickles using a sign, word or device, on 9 of 10 opportunities with two different adults.
By [date], [Name] will request a missing item needed to finish a task (for example the glue stick during craft) with a two-part message such as "need glue", on 4 of 5 planned set-ups.
By [date], [Name] will answer yes/no questions about wanting an item ("Do you want juice?") accurately by word, head movement or device, on 8 of 10 trials where the answer is checked by offering the item.
By [date], [Name] will tell an adult when something hurts or feels wrong, using a word, a body-part picture or an AAC page, on every observed occasion over two weeks, as recorded by parents and therapist.
By [date], [Name] will say or show "not now" when an activity is offered at a time they do not want it, on 4 of 5 opportunities across one week.
By [date], [Name] will use their communication mode to request preferred items from at least 3 different people (therapist, parent, grandparent or teacher), with 80% of requests independent across two weeks.
By [date], [Name] will combine two words or symbols to request ("big ball", "open door") during play routines on 10 or more occasions per session for three sessions in a row.

Choice-making and self-advocacy goals

Showing preferences, stating needs and withdrawing assent. Measure independent choices and needs expressed, and check that adults respond every time.

By [date], [Name] will choose between two activities shown as objects, pictures or words by pointing, reaching, saying or selecting on a device, on 9 of 10 choice points across three sessions.
By [date], [Name] will indicate "stop" or "all done" during a hands-on routine such as tooth-brushing or nail-cutting using a word, sign or card, and the adult will pause, on every occasion over two weeks.
By [date], [Name] will choose the order of three tasks on a visual schedule at the start of a session, on 4 of 5 sessions.
By [date], [Name] will ask for a sensory support (headphones, a fidget or a weighted cushion) when a room is noisy, independently on 3 of 4 opportunities across home and clinic.
By [date], [Name] will tell a familiar adult what they did not like about an activity ("too loud", "too long") using a word, an emotion card or an AAC page, on 3 occasions per week for three weeks.
By [date], [Name] will choose a snack from at least four options at a shop or café and communicate the choice to the shopkeeper or parent, on 3 of 4 community outings.
By [date], [Name] will ask for a classroom support such as "can I stand?" or "headphones please", on 4 of 5 opportunities recorded by the teacher over two weeks.
By [date], [Name] will say or show "my turn to choose" during a shared game with a sibling or peer, on 3 of 4 game rounds with adult support for the turn.

Self-regulation goals goals

Noticing body signals and using a calming strategy the child chose. Track strategy use and recovery time. Safe stimming is never targeted.

By [date], [Name] will identify their own feeling from a choice of three pictures or words (such as happy, angry, tired) when a familiar adult checks in, on 8 of 10 check-ins across two weeks.
By [date], when showing early signs of distress, [Name] will move to the calm corner or ask to go there, with no more than one visual prompt, on 3 of 4 occasions.
By [date], [Name] will use a chosen calming strategy (deep pressure, rocking, humming, a favourite fidget or slow breathing) and return to the activity within 5 minutes, on 4 of 5 recorded occasions.
By [date], [Name] will show how big a feeling is on a 3-point picture scale and pick a matching strategy from their card, independently on 7 of 10 opportunities.
By [date], [Name] will request a movement or quiet break before distress builds, at least twice per session over three sessions, as recorded on the session data sheet.
By [date], [Name] will manage a sudden loud sound at home (pressure cooker whistle, mixer, doorbell) by using headphones, covering their ears or moving to another room, on 4 of 5 occasions recorded by parents over two weeks.
By [date], after a calming break, [Name] will show they are ready to return by saying "ready", touching a ready card or walking back to the activity, on 4 of 5 occasions.
By [date], [Name] will tell an adult "I'm angry" or "I need space" using words, signs or AAC instead of throwing objects, on 3 of 4 recorded occasions, with throwing tracked alongside on an ABC data sheet.
By [date], [Name] will use a short body-check routine (sit, three slow breaths or a hand squeeze, look at the next picture) before a hard task such as hair-washing, with one visual prompt or less, on 4 of 5 opportunities.

Transitions, waiting and flexibility goals

Making changes in the day more predictable. Measure time to move on, the support used (timer, first–then card) and coping when plans change.

By [date], [Name] will move from a preferred activity to the next scheduled one within 2 minutes of a first–then visual and a 1-minute warning, on 4 of 5 transitions across two settings.
By [date], [Name] will wait for a preferred item for up to 3 minutes using a visual timer and a waiting activity, staying in the area, on 8 of 10 trials.
By [date], [Name] will check their visual schedule and go to the next activity with no more than one gestural prompt, on 80% of transitions in a session.
By [date], [Name] will respond to a "change" card (a different route home, a cancelled outing) by asking a question, choosing an alternative or using a calming strategy, on 3 of 4 planned change opportunities.
By [date], [Name] will end a screen activity when the timer sounds and choose the next activity from two options, on 4 of 5 occasions at home over two weeks, as reported by parents.
By [date], [Name] will eat at least part of a meal when the usual seat, cup or plate is different, using a calming strategy if needed, on 4 of 5 meals.
By [date], [Name] will move between home, the school van and the clinic using a portable picture schedule, arriving at each place with no more than one verbal reminder, on 4 of 5 days.
By [date], [Name] will respond to "not now" by choosing an available alternative or asking when the item will be ready, on 7 of 10 occasions across two weeks.

Play skills goals goals

Widening how a child plays alone and with others, starting from their interests. Measure different play actions, time with an activity and play partners.

By [date], [Name] will play with a cause-and-effect toy (pop-up toy, musical button book) in at least 2 different ways for 3 minutes, on 4 of 5 opportunities.
By [date], [Name] will copy a simple model to build a construction (a 6-block tower, a short Lego wall), with one gestural prompt or less, on 4 of 5 trials.
By [date], [Name] will link 3 pretend-play actions (stir in a pot, serve on a plate, feed a doll) with a play partner, using two different play sets.
By [date], [Name] will choose a leisure activity (puzzle, drawing, music) and stay with it independently for 10 minutes while a parent cooks, on 4 of 5 days, as recorded on a home log.
By [date], [Name] will play a simple turn-taking game (snakes and ladders, picture memory) with a peer through to the end, with no more than 2 verbal prompts, on 3 of 4 games.
By [date], [Name] will extend play with a favourite interest (trains, numbers, ceiling fans) by adding one new action a partner suggests, on 4 of 5 opportunities.
By [date], [Name] will join an outdoor game in a park or housing society compound (chasing, ball, taking turns on the swing) for at least 5 minutes with peers, on 3 of 4 outings.
By [date], [Name] will set up and put away a leisure activity (fetching the puzzle box, returning the pieces) using a 3-step picture sequence, on 4 of 5 opportunities.

Daily living skills goals goals

Self-care and home routines the family values. Use a task analysis and record steps done independently and the prompt level for the rest.

By [date], [Name] will complete all 8 steps of a handwashing task analysis (tap on, wet, soap, rub, rinse, tap off, dry, hang towel) with no more than one gestural prompt, on 4 of 5 opportunities at home and clinic.
By [date], [Name] will tell an adult they need the toilet by word, sign, picture or device at least 3 times a day across one week, as recorded on a home toileting log.
By [date], [Name] will sit on the toilet for up to 2 minutes at scheduled times, with a visual timer and a favourite book for comfort, on 4 of 5 scheduled visits a day.
By [date], [Name] will put on a T-shirt and elastic-waist shorts independently after a bath, with clothes laid out, on 5 of 7 days.
By [date], [Name] will brush their teeth following a picture sequence, completing at least 6 of 8 steps independently, on 4 of 5 mornings, as reported by parents.
By [date], [Name] will eat a meal of rice and dal by hand or with a spoon, keeping most of the food on the plate, with no more than 2 verbal reminders across the meal, on 4 of 5 lunches.
By [date], [Name] will pour water from a small jug into a steel tumbler without spilling, on 4 of 5 trials.
By [date], [Name] will pack their school bag using a 5-item picture checklist, on 4 of 5 school mornings.
By [date], [Name] will try a small taste of a new food placed beside a preferred food at 3 meals a week, with the choice to refuse respected each time.
By [date], [Name] will do one household job (putting slippers on the rack, sorting spoons, watering a plant) independently once a day on 5 of 7 days.
By [date], [Name] will soap their arms and legs and pour water with a mug during bath time, independently on 4 of 5 baths.
By [date], [Name] will make a simple snack such as a bowl of cereal with milk by following a 4-step picture recipe, with no more than one prompt per step, on 3 of 4 opportunities.

Safety skills goals

Reducing real risk at home, on the road and in public, including body autonomy. Practise in role-play, then check in real settings.

By [date], [Name] will stop moving when an adult says or signs "stop" in a corridor, park or parking area, on 9 of 10 practice trials across two settings.
By [date], [Name] will hold a caregiver's hand or the trolley when crossing a road or parking area, on 10 of 10 crossings across one week.
By [date], [Name] will show their ID card, or say or point to their name and a parent's phone number, when a familiar helper asks in role-play, on 4 of 5 trials.
By [date], [Name] will stay within an agreed area (the clinic garden, the building compound) during outdoor play and come back when called, on 4 of 5 sessions.
By [date], [Name] will tell or show an adult before leaving a room at home ("going out", a door picture card) on 4 of 5 occasions over two weeks, with unplanned leaving recorded less often on the home log.
By [date], [Name] will leave alone or hand over a sharp or hot item (knife, matchbox, hot vessel) to an adult when they find one, on 4 of 5 role-play trials and in home practice.
By [date], [Name] will point to or name the safe people to ask for help in a shop or school (staff wearing a badge, the class teacher), on 4 of 5 trials.
By [date], [Name] will stay seated with the seatbelt fastened for the full school van trip, using a fidget or music for comfort, on 9 of 10 trips.
By [date], [Name] will say or sign "no" or "stop" when someone touches them in a way they do not like, in role-play with a trusted adult, on 4 of 5 trials.

Learning readiness and group participation goals

Joining teaching and classroom routines in a way that works for the child. Measure participation, imitation and independent work. Movement and fidgets are fine.

By [date], [Name] will join a small-group activity at a table or on the floor for 10 minutes, taking part in their preferred way (standing, on a wobble cushion, holding a fidget), on 4 of 5 sessions.
By [date], [Name] will follow a 2-step instruction linked to a classroom routine ("get your book and come to the mat") on 8 of 10 opportunities.
By [date], [Name] will imitate a 2-step action modelled by an adult or peer (clap then touch head, put the block in then close the lid) on 4 of 5 trials.
By [date], [Name] will complete a 4-item independent work task (matching, sorting, threading beads) from a work basket and show "finished" without adult prompts, on 4 of 5 opportunities.
By [date], [Name] will match pictures to objects in a field of 4 for at least 10 everyday items, on 9 of 10 trials across two sessions.
By [date], [Name] will raise a hand, use a help card or go to the teacher when unsure what to do in class, on 3 of 4 observed occasions per week.
By [date], [Name] will act on an instruction given to the whole class ("everyone take out your notebook") without an individual reminder, on 4 of 5 opportunities.
By [date], [Name] will sort familiar objects by one feature (colour, size or type) into 2 or 3 groups correctly, on 8 of 10 trials.
By [date], [Name] will use a mini-schedule to complete a 3-activity work period with no more than one prompt per activity, on 4 of 5 sessions.

Community participation goals

Going to places that matter to the family. Record outing length, supports used (headphones, a social story) and what the child did independently.

By [date], [Name] will walk through a local market or supermarket with a caregiver for 15 minutes, using headphones or a fidget if wanted, and help find 2 items on a picture list, on 3 of 4 outings.
By [date], [Name] will wait in a queue (clinic reception, bank, temple line) for up to 5 minutes using a waiting activity, on 3 of 4 opportunities.
By [date], [Name] will hand money to a shopkeeper and take the item, with one verbal prompt or less, on 4 of 5 purchases.
By [date], [Name] will stay at part of a family function (a birthday, wedding reception or puja) for an agreed time, using a planned break space, at 2 of 3 events, as reported by the family.
By [date], [Name] will complete at least 3 of 5 steps of a haircut or dental visit, with a social story beforehand and a "stop" signal they can use during it, on 2 visits in a row.
By [date], [Name] will travel by auto-rickshaw, bus or metro with a caregiver for a 15-minute trip, staying seated and using a bag of comfort items, on 3 of 4 trips.
By [date], [Name] will order their own food at a restaurant or snack stall using speech, a picture or AAC, on 3 of 4 visits.

Replacement behaviour goals goals

Written from the FBA: the new skill meets the same need, and both are measured. Rule out pain, illness and sensory discomfort first.

By [date], [Name] will get a parent's attention by tapping their arm or pressing an AAC "come play" button instead of hitting, with at least 5 independent requests per hour of home observation and hitting reduced by half from the baseline count across two weeks.
By [date], [Name] will hand over a break card to leave a hard task instead of throwing materials, on 4 of 5 occasions, with throwing at or below once per session across three sessions.
By [date], [Name] will use a chewy tube or a crunchy snack when they need oral input instead of biting their hand, on 4 of 5 observed occasions, with hand-biting recorded less often than at baseline across two weeks.
By [date], [Name] will ask "can I have it?" or point to a toy instead of grabbing it from a sibling, on 7 of 10 opportunities, with grabbing reducing on the home ABC log.
By [date], [Name] will say or sign "too loud" and move to a quiet space instead of screaming when a room gets noisy, on 3 of 4 occasions, with screaming episodes shorter than at baseline.
By [date], [Name] will press "go outside" on their AAC device or bring their shoes to an adult instead of running out of the door, on 4 of 5 occasions, with no unplanned exits across one week.
By [date], when frustrated during homework, [Name] will ask for help or a 2-minute break instead of tearing the page, on 4 of 5 homework sessions, with torn pages recorded less often over three weeks.
By [date], [Name] will press firmly into a cushion or squeeze a stress ball when they want deep pressure instead of hitting their head, on 4 of 5 observed occasions, with the number and length of head-hitting episodes reviewed with the family each fortnight for a month.

Parent training goals goals

What the caregiver will do in everyday routines after coaching. Measure the strategy steps carried out as agreed, and keep new strategies few.

By [date], [Name]'s parent will create at least 5 communication opportunities during a 10-minute snack routine (keeping items in view, waiting, accepting any mode) on 3 of 4 observed routines.
By [date], [Name]'s parent will honour [Name]'s break request within 10 seconds on 9 of 10 observed occasions.
By [date], [Name]'s parent will use a first–then visual and a 1-minute warning before ending screen time, carrying out every step on 4 of 5 recorded occasions.
By [date], [Name]'s parent will record incidents on a simple ABC log (what happened before, what happened, what happened after) on at least 5 days a week for two weeks.
By [date], [Name]'s parent will use least-to-most prompting during handwashing and fade to a gesture-only prompt, completing 4 of 5 steps of the coaching checklist in two observed sessions.
By [date], [Name]'s grandparent will model words on [Name]'s AAC device during daily play, at least 10 models in 15 minutes, on 3 of 4 sessions observed in person or by video call.
By [date], [Name]'s parent will set up the home for prevention (visual schedule on the wall, calm corner ready, preferred items available on request) and tick it off on a weekly checklist for three weeks.
By [date], [Name]'s parent will name specific skills when [Name] uses them ("you asked for help!") at least 4 times in a 15-minute routine, on 3 of 4 observed routines.
By [date], [Name]'s parent will follow the agreed safety plan during a distress episode (fewer words, clear the space, offer the calm item) and talk it through with the therapist after each episode for one month.
By [date], [Name]'s parents will agree two family-priority goals with the therapist and review progress on them using shared session data at each monthly review.
By [date], [Name]'s parent will show a sibling one way to play with [Name] (such as rolling a ball with turns), and the siblings will play together for 5 minutes on 3 days a week, as logged at home.

Writing behaviour therapy goals

ABA goals examples are measurable targets that name the skill, the situation, the support and the success criterion. This page gives 112 examples grouped by skill area, from functional communication and daily living to safety and parent training. Each goal builds a useful skill, and any behaviour to reduce is paired with the skill that replaces it.

These goals are starting points for behaviour therapists, BCBAs and RBTs. Each assumes you have observed the child, talked with the family and, for any behaviour of concern, completed an FBA. Many US documents call these behavior goals.

The bank is assent-based, so it has no eye contact goals and no goals to stop harmless stimming. Where a behaviour such as hitting needs to reduce, the goal names the skill that meets the same need. Both are tracked.

Questions

How do I write a measurable ABA goal?

Name who, the observable skill, the situation, the support and the success criterion, plus a date. “[Name] will communicate better” cannot be measured. “By [date], [Name] will request a break with a card, without prompts, on 4 of 5 opportunities” can.

Why are there no eye contact or "sit nicely" goals?

Eye contact is uncomfortable for many children, and listening does not need it. Sitting still for its own sake does not make a child's life better. The bank targets usable skills: asking, refusing, calming, playing, self-care and safety. Harmless stimming is left alone.

What is a replacement behaviour goal?

It teaches a safer way to meet the need a behaviour of concern meets. If an FBA suggests a child hits to get attention, the goal teaches a tap on the arm or an AAC button. Track both, and respond quickly to the new skill.

What should ABA parent training goals measure?

Measure what the parent does in the family's own routines, rather than sessions attended. Count strategy steps carried out as agreed, using observation, a short home video or a log. Work on one or two strategies at a time.

Are these goals only for autistic children?

No. Choose goals by what a child needs and what the family wants help with, not by a label. Every plan should start from the child's own assessment and the family's priorities.

How many goals should one child's plan have?

Fewer than you might think: a handful of priority goals across two or three areas. Add new goals as earlier ones are met. In healhab, clinics can keep their goal plan as a template and copy adapted goals into each child's plan.

Sample goals for other therapies

Write every report inside your clinic system.

Keep these as your clinic's own templates, write from reviewed session notes, publish branded PDFs, and keep families updated.

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