100 example goals

Early intervention goals: routine-based examples

100 sample early intervention goals built around family routines, with functional examples for communication, play, meals and caregiver coaching.

Build your own goal early intervention treatment plan template

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

100 goals · 11 skill areas

Communicating during daily routines
Understanding words and routines
Play and exploring
Connecting with family and other children
Calming and coping
Moving around home and outdoors
Using hands
Mealtimes and eating
Bath time, dressing and sleep
Outings, travel, visits and festivals
Caregiver coaching goals

Communicating during daily routines goals

Telling family what the child wants and notices, with sounds, gestures, signs or words in any home language. Tally attempts on a fridge chart.

By [date], [Name] will ask for "more" food at mealtimes with a word, a sign or by reaching and making a sound, at 4 of 5 meals over a week, as noticed by the family.
By [date], [Name] will call a family member (Amma, Papa, Nani or a sibling) by name or by the sound they use for that person, at least 3 times a day on most days of the week.
By [date], [Name] will say or show "all done" with a word, sign or gesture at the end of a meal or bath, on most days over two weeks.
By [date], [Name] will point to show what they want (a toy on a shelf, a biscuit in a jar) at least 5 times a day during play or snack, as noticed by the family.
By [date], [Name] will use words or signs in their home language or languages for 10 favourite foods, people or toys during everyday routines, as listed by the family in a word log.
By [date], [Name] will join in a familiar rhyme or bedtime song by filling in a word, sound or action when the parent pauses, during 3 of 4 song times.
By [date], [Name] will wave or say "bye" when a family member leaves for work, on most days of a week.
By [date], [Name] will choose between two items at snack or dressing time by reaching, pointing or naming one, on 4 of 5 chances.
By [date], [Name] will put two words together ("more milk", "Papa go") during play and meals at least 5 times a day across a week, in any home language.
By [date], [Name] will ask for help by bringing a closed box to an adult, signing or saying "help", on 3 of 4 chances during play.

Understanding words and routines goals

Understanding familiar words, names and the order of routines. Watch the child's response to a word, with and without a gesture.

By [date], [Name] will look toward or go to a familiar person when that person is named ("Where's Dadi?") at home, on 4 of 5 chances.
By [date], [Name] will follow simple routine directions such as "get your chappals" or "put it in the dustbin", with a gesture if needed, on most days of a week.
By [date], [Name] will point to or touch 5 body parts when they are named during bath or dressing, on 4 of 5 chances.
By [date], [Name] will pause when a family member says "stop" near the stove, the stairs or the road, on 4 of 5 chances with an adult close by.
By [date], [Name] will find a named familiar object (cup, ball, shoe) from two or three in front of them, on 4 of 5 chances during play.
By [date], [Name] will show they know what comes next in a daily routine, such as bringing the towel when bath water is ready or going to the mat when the plate is set, on most days of a week.
By [date], [Name] will respond to their name by turning, stopping or answering during play at home, on 4 of 5 calls.
By [date], [Name] will act on everyday action words used in routines ("sit", "come", "give"), with gestures alongside, on 4 of 5 chances.

Play and exploring goals

Growing the ways a child explores toys, household objects and people. Count new play actions, time spent and who the child plays with.

By [date], [Name] will explore a new toy in at least 3 different ways (shaking, banging, opening, pushing) during floor play, in 3 of 4 play times.
By [date], [Name] will play peekaboo or a hiding game with a family member, taking a turn at hiding or uncovering, on 3 of 4 tries.
By [date], [Name] will put objects into and take them out of a container (a steel dabba, a basket) for at least 3 minutes during play, on most days of a week.
By [date], [Name] will stack 4 blocks or cups and knock them down, taking turns with a parent, in 3 of 4 play times.
By [date], [Name] will pretend with familiar household items (feeding a doll with a spoon, talking on a toy phone) at least once during daily play, as noticed by the family over two weeks.
By [date], [Name] will stay with a play activity of their choice for 5 minutes while a parent joins in, on 4 of 5 days.
By [date], [Name] will copy a parent's play action (rolling a car, clapping, tapping a drum) on 4 of 5 tries.
By [date], [Name] will look at a picture book with a family member at bedtime, turning pages and pointing at pictures for 3 minutes, on most nights of a week.
By [date], [Name] will play in a tray of water, sand or dry rice using cups and spoons for 5 minutes, in 3 of 4 messy-play times.
By [date], [Name] will solve a simple play problem on their own (pulling a string to reach a toy, turning a box to open it) on 3 of 4 tries.

Connecting with family and other children goals

Enjoying people, taking turns and feeling safe with familiar adults. Notice shared smiles, back-and-forth turns and how the child settles with different carers.

By [date], [Name] will take back-and-forth turns in a game with a family member (rolling a ball, passing a toy) for at least 3 turns each, on 4 of 5 tries.
By [date], [Name] will share enjoyment with a parent during play by smiling, laughing, bringing a toy over or making sounds, at least 3 times in a 10-minute play time on most days.
By [date], [Name] will play next to a cousin or a neighbour's child for 10 minutes with an adult nearby, during family visits or in the building play area, on 3 of 4 occasions.
By [date], [Name] will go to a familiar relative (a grandparent or aunt) for comfort or play while a parent is in the room, on 3 of 4 visits.
By [date], [Name] will give or show a toy to another child during play at least once, in 3 of 4 play times.
By [date], [Name] will join a simple group song or movement game at the centre or a family gathering for 3 minutes in their own way, on 3 of 4 chances.
By [date], [Name] will let a parent join their play (copying it or adding to it) for 5 minutes without moving away, in 4 of 5 play times.
By [date], [Name] will separate from a parent at the centre door, or stay with a grandparent at home, using a goodbye routine and settling within 5 minutes, on 4 of 5 days.
By [date], [Name] will respond to a greeting from visiting relatives by waving, smiling, saying namaste or a word, on 3 of 4 visits.

Calming and coping goals

Settling after being upset and coping with waiting, change and busy places, with help at first. Note how long settling takes and what helped.

By [date], [Name] will calm within 5 minutes with a familiar comfort (a cuddle, a favourite cloth, rocking, a song) after being upset, on most occasions over a week, as noted by the family.
By [date], [Name] will wait up to 1 minute (for food to cool, for a turn on the swing) while a parent sings or offers a small toy, on 4 of 5 chances.
By [date], [Name] will move from play to bath or a meal after a song, a picture or a "five more minutes" warning, without a long cry, on 4 of 5 days.
By [date], [Name] will show when something is too much (covering ears, turning away, saying "no") and accept a parent's help to go somewhere quieter, on 3 of 4 noisy occasions.
By [date], [Name] will fall asleep in the family's usual sleeping place within 20 minutes using the agreed bedtime routine, on 5 of 7 nights.
By [date], [Name] will let a family member trim their nails or cut their hair at home with a favourite song or toy, finishing with a break if needed, on 3 of 4 tries.
By [date], [Name] will use a comfort object or calming activity on their own when frustrated (going to a cushion, hugging a soft toy), on 3 of 4 times noticed by the family.
By [date], [Name] will cope with a change in the usual plan (a visitor arriving, a different route) when a parent explains it with a picture or object, on 3 of 4 times.

Moving around home and outdoors goals

Getting where the child wants to go safely, indoors and outside. Describe the surface, the help given and how often the child moves independently.

By [date], [Name] will get down from and back onto the sofa or bed safely on their own during the day, on most tries over a week.
By [date], [Name] will walk with one hand held from the front door to the lift or gate, on 4 of 5 trips.
By [date], [Name] will go up and down the stairs at home holding the rail or an adult's hand, on 4 of 5 tries.
By [date], [Name] will sit on the floor or a low stool without support while playing with both hands for 5 minutes, in 4 of 5 play times.
By [date], [Name] will kick or throw a ball to a sibling during play in the park or corridor, on 3 of 4 tries.
By [date], [Name] will get into and out of the car seat or an auto-rickshaw with an adult only holding their hand, on 4 of 5 trips.
By [date], [Name] will move across the room on their own (rolling, crawling, cruising or walking) to reach a toy, at least 5 times during a play time on most days.
By [date], [Name] will use the small slide or a supported swing in the park with an adult close by, on 3 of 4 visits.
By [date], [Name] will carry a small item (their plate, a book) from one room to another without dropping it, on 4 of 5 tries.

Using hands goals

Reaching, grasping, using two hands together and handling everyday objects. Watch during snack, play and household tasks rather than with special equipment.

By [date], [Name] will pick up small pieces of food (puffed rice, peas, bits of chapati) with their fingers and bring them to their mouth, in 4 of 5 snack times.
By [date], [Name] will open and close a lidded box or a zip pouch on their own during play, on 4 of 5 tries.
By [date], [Name] will hold a crayon or chalk and make marks on paper or a slate for 2 minutes with a parent, on 3 of 4 tries.
By [date], [Name] will use both hands together (holding a tumbler with two hands, pulling apart pop beads) during daily routines, on 4 of 5 chances.
By [date], [Name] will turn the thick pages of a board book one at a time during book time, on 3 of 4 tries.
By [date], [Name] will push coins or shapes through a slot (a piggy bank, a shape sorter) on 4 of 5 tries.
By [date], [Name] will help with a kitchen task using their hands (washing vegetables, rolling dough into a ball) for 3 minutes with a family member, on 2 days a week.
By [date], [Name] will press a button or switch (on a toy, or the light switch with an adult) to make something happen, on 4 of 5 tries.

Mealtimes and eating goals

Joining family meals, self-feeding and exploring new foods without pressure. Agree texture changes with the team, and let the child's fullness signals lead.

By [date], [Name] will sit with the family for the main meal (on the floor mat, in a high chair or at the table) for 10 minutes, on 5 of 7 days.
By [date], [Name] will feed themselves part of the meal with fingers or a spoon while an adult helps with the rest, in 4 of 5 meals.
By [date], [Name] will drink from an open cup or steel tumbler held with two hands, spilling only a little, on 4 of 5 tries.
By [date], [Name] will touch, smell or lick one new food placed beside a favourite food, without being made to eat it, at 3 meals a week.
By [date], [Name] will accept a new texture of the family's food (from smooth to slightly lumpy rice and dal) at one meal a day, on 5 of 7 days, as agreed with the team.
By [date], [Name] will show they are full or do not want more (pushing the plate, shaking their head, saying "no"), and the family will respect it, at most meals.
By [date], [Name] will eat a snack brought from home at a relative's house or at the centre, on 3 of 4 visits.
By [date], [Name] will rub their hands under the tap with help to wash before a meal, on most days.
By [date], [Name] will scoop curd or khichdi with a spoon and bring it to their mouth with little spilling, on 3 of 4 tries.

Bath time, dressing and sleep goals

The child's part in daily care routines. Note which steps the child does and which the adult does, then hand over one more.

By [date], [Name] will help at bath time by holding the mug, pouring water or rubbing soap on their tummy, in 4 of 5 baths.
By [date], [Name] will push their arms through the sleeves when a parent holds out the shirt, at 4 of 5 dressing times.
By [date], [Name] will pull off their socks, cap and loose shorts on their own when getting ready for a bath, on most days of a week.
By [date], [Name] will lie down for a nappy or clothes change and help by lifting their legs, at 4 of 5 changes.
By [date], [Name] will brush their teeth with a parent's help for 1 minute, holding the brush and taking turns, on most mornings and nights.
By [date], [Name] will sit on a potty or toilet seat for 1 to 2 minutes at a regular time (after waking or after meals), with a song or book, on 4 of 5 tries.
By [date], [Name] will put their dirty clothes in the bucket or basket after a bath, on most days.
By [date], [Name] will follow a 3-step bedtime routine (wash, change, story) shown with pictures, on 5 of 7 nights.
By [date], [Name] will put on chappals or slip-on shoes on their own before going out, on 3 of 4 outings.

Outings, travel, visits and festivals goals

Going where the family wants: relatives' homes, places of worship, markets and festivals. Note what helps, such as ear muffs, and time joined in.

By [date], [Name] will stay in a stroller, car seat or on a parent's lap for a 20-minute journey with a travel bag of toys and snacks, on 3 of 4 trips.
By [date], [Name] will stay with the family during a visit to a temple, church, mosque or gurdwara for 15 minutes, using a quiet spot when needed, on 2 of 3 visits.
By [date], [Name] will join a festival activity (lighting a diya with help, drawing rangoli with a parent, handing out sweets) for 5 minutes during the next festival, as described by the family.
By [date], [Name] will stay at a crowded or noisy place (a wedding, a market) for 15 minutes with ear muffs, a baby carrier or a break outside, on 2 of 3 outings.
By [date], [Name] will hold an adult's hand or stay in the stroller while walking along a busy road, on every trip over two weeks.
By [date], [Name] will play with cousins at a relative's home for 10 minutes using a familiar toy from home, on 3 of 4 visits.
By [date], [Name] will wait in a doctor's or clinic waiting area for 10 minutes with a waiting bag (a book, a snack, a small toy), on 3 of 4 visits.
By [date], [Name] will wave or greet the shopkeeper or a neighbour on the walk to the local shop, on 3 of 4 walks.

Caregiver coaching goals goals

What a parent or carer will do differently in routines after practice with the therapist. Check by observation, home video or a family log.

By [date], [Name]'s parent will name what [Name] is looking at or playing with during bath time ("water", "splash") in short phrases in the home language, in 3 of 4 observed routines.
By [date], [Name]'s parent will wait 5 seconds after offering a choice, giving [Name] time to reach, point or speak, at 4 of 5 snack times, as seen on home video.
By [date], [Name]'s parent will follow [Name]'s lead in play for 10 minutes a day (joining in, copying, then adding one idea) on 5 of 7 days, as logged at home.
By [date], [Name]'s grandparent will use the same bedtime routine pictures the parents use, on most nights when they put [Name] to sleep.
By [date], [Name]'s parent will choose two daily routines (such as bath and lunch) to practise one goal in, and bring notes or a short video of each to the next visit.
By [date], [Name]'s parent will position [Name] for play with good support (on the floor with a cushion behind, or on a low stool) as shown by the therapist, in 4 of 5 home play times.
By [date], [Name]'s parent will notice the early signs that [Name] is getting upset and use the agreed calming step before crying starts, on 3 of 4 occasions described at the review.
By [date], [Name]'s parent will set up a play space at home with a few toys within reach and the rest put away, swapping them each week, for one month.
By [date], [Name]'s family will send two short routine videos a week to the therapist on the channel agreed with the centre, for four weeks.
By [date], [Name]'s parent will say what they want help with next and agree a new routine goal with the team at each monthly review.
By [date], [Name]'s parent will use simple signs or gestures with words during meals and play ("more", "finished", "eat") at least 10 times a day, as tallied on a fridge chart for one week.
By [date], [Name]'s parent will explain [Name]'s calming plan and favourite play ideas to another carer (a grandparent, an older sibling or a domestic helper) and watch them try it once, within two weeks.

Writing early intervention goals

Early intervention goals work best as functional, routine-based outcomes: what a child will do during real family routines such as meals, bath, play and outings. This page offers 100 examples grouped by skill area, including caregiver coaching goals, written in plain language so families can read them, agree with them and track them at home.

Young children learn in the middle of family life. A good early intervention goal describes something the child will do in a routine the family already has, such as asking for more at lunch or waving to a neighbour.

Write the people and languages in the child's day into the goal: grandparents, older siblings or a helper. US teams call these IFSP outcomes, though these examples follow no programme's forms. There are no ages here, so start from the child's own assessment.

Questions

What is a functional, routine-based goal?

It describes something useful the child will do in an existing routine, such as asking for more at lunch. Because the routine happens daily, the child gets many chances to practise, and the family sees progress without setting aside therapy time.

How are these different from IFSP outcomes?

IFSP outcomes are the goals in a US early intervention plan, often worded in the family's own voice. These examples follow the same routines-based idea but are not any government programme's format. If your service has its own paperwork, follow that.

Why are there no ages or developmental stages on this page?

Every child develops in their own way, and age-tied goals can make families feel their child is failing a test. Choose goals from the child's own assessment and what the family wants help with.

Who should write early intervention goals, the therapist or the family?

Write them together. The family knows the routines and what matters; the therapist shapes the goal so it is clear and trackable. Read it aloud to the family. If it does not sound like their life, rewrite it in their words.

How can families track progress at home?

Keep it light: a tally on a fridge chart, a word log on the phone or a weekly 30-second video. Grandparents can add notes too. Agree which channel to use for videos and how long the centre keeps them.

Why include caregiver coaching goals?

Families spend far more time with the child than any therapist, so their everyday strategies matter most. Coaching goals make that work visible and give parents credit for it. Keep them small, with one or two strategies at a time.

Can we keep these goals in a plan document?

Yes. Copy the goals you choose into your early intervention team goal plan and review them with the family at each meeting. In healhab, centres can keep their goal plan as a template and fill it in for each child.

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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