Social Skills ABA Goals | 35 Example Goals

Social skills aba may be part of your child’s IEP. Social skills are integral to our everyday interactions and form the basis of successful relationships and clear communication. For individuals diagnosed with Autism Spectrum Disorder (ASD), these social skills might not always develop naturally. They often require explicit, targeted instruction to recognize and implement them. Applied Behavior Analysis (ABA) is one scientifically validated approach used to teach these vital skills.

Social skills training through Applied Behavior Analysis (ABA) may be a crucial component of your child’s Individualized Education Program (IEP). Social skills are integral to our everyday interactions and form the basis of successful relationships and clear communication. For individuals diagnosed with Autism Spectrum Disorder (ASD), these social skills might not always develop naturally. They often require explicit, targeted instruction to recognize and implement them effectively. ABA is one scientifically validated approach used to teach these vital skills.

Social skills encompass a range of behaviors that facilitate effective interactions with others. These include nonverbal communication, such as eye contact and body language, as well as verbal communication skills, such as taking turns in conversation and understanding social cues. For children with ASD, mastering these skills is essential for building friendships, participating in group activities, and navigating social situations successfully. Without these skills, many children on the spectrum may struggle with feelings of isolation or frustration in social contexts.

Applied Behavior Analysis (ABA) is a structured, data-driven approach that focuses on understanding and modifying behavior. It is particularly effective for teaching social skills to children with autism through the following methods:

Individualized Instruction: ABA programs are tailored to meet the specific needs of each child. This individualized approach allows therapists to focus on particular social skills that the child may find challenging. For example, if a child struggles with initiating conversations, the ABA therapist can create targeted interventions to practice this skill in a supportive environment.
Modelling and Role-Playing: ABA often involves modelling appropriate social behaviours and engaging children in role-playing scenarios. By observing and practicing these interactions, children can learn how to respond in various social situations. This hands-on practice helps reinforce the skills being taught and provides opportunities for immediate feedback.

Reinforcement Strategies: Positive reinforcement is a cornerstone of ABA. When a child successfully demonstrates a social skill, they receive praise or rewards, which encourages them to repeat the behaviour in the future. This reinforcement helps to solidify the learning process and motivates children to engage in social interactions more frequently.
Generalization of Skills: One of the primary goals of ABA is to help children generalize their social skills across different settings and with various peers. This means that the skills learned in therapy should transfer to real-life situations, such as playing with friends at the playground or participating in classroom activities. ABA therapists work to create opportunities for practice in diverse environments, ensuring that children can apply their skills in everyday interactions.
Parent and Caregiver Involvement: ABA programs often involve parents and caregivers in the learning process. Training sessions can equip families with strategies to reinforce social skills at home and in the community. This collaboration ensures that children receive consistent support and encouragement in various settings, further enhancing their social development.

Domains

When developing ABA (Applied Behavior Analysis) therapy goals for social skills, it’s important to consider various domains that encompass a child’s ability to interact with others and navigate social situations. Here are some key domains of social skills along with examples of specific goals that can be set within each domain:

1. Communication Skills

Goal: The child will initiate conversation with peers by asking at least one question during group activities, 4 out of 5 opportunities.
Goal: The child will use appropriate greetings (e.g., “hello,” “goodbye”) in social settings with 80% accuracy.

2. Play Skills

Goal: The child will engage in parallel play with a peer for at least 10 minutes during playtime, 3 times per week.
Goal: The child will take turns during games (e.g., board games, sports) with minimal prompts, achieving this in 4 out of 5 opportunities.

3. Emotional Understanding

Goal: The child will identify and label their own emotions (happy, sad, angry) and those of others using pictures or scenarios, with 80% accuracy.

Goal: The child will demonstrate appropriate responses to others’ emotions (e.g., comfort a friend who is upset) in 3 out of 5 observed situations.

Goal: The child will participate in group discussions by contributing relevant comments or questions at least once during each session.
Goal: The child will maintain eye contact while speaking to peers for at least 50% of the time during interactions.

5. Conflict Resolution

Goal: The child will use “I” statements to express feelings during conflicts (e.g., “I feel sad when…”) in 4 out of 5 opportunities.
Goal: The child will demonstrate problem-solving skills by identifying at least two possible solutions to a conflict with a peer during role-play scenarios.

6. Cooperative Play

Goal: The child will engage in cooperative play (e.g., building a structure together) with a peer for at least 15 minutes, 3 times a week.

Goal: The child will share materials (toys, art supplies) with peers during play without prompts, achieving this in 4 out of 5 opportunities.

Goal: The child will demonstrate understanding of personal space by maintaining an appropriate distance (2-3 feet) from peers during interactions, 4 out of 5 times.
Goal: The child will wait their turn to speak in a group setting without interrupting, achieving this in 80% of opportunities.

8. Understanding Non-Verbal Cues

Goal: The child will recognize and interpret basic non-verbal cues (e.g., facial expressions, body language) in social situations with 80% accuracy.
Goal: The child will respond appropriately to non-verbal signals (e.g., nodding, shaking head) during conversations in 4 out of 5 observed interactions.

Goal: The child will use coping strategies (e.g., deep breathing, counting) to manage frustration in social situations, achieving this in 4 out of 5 opportunities.

Goal: The child will demonstrate the ability to transition between activities with minimal prompts, achieving this in 80% of observed transitions.

10. Peer Relationships

Goal: The child will initiate play or conversation with a peer at least once during unstructured playtime, 4 out of 5 days.
Goal: The child will maintain a friendship by participating in a shared activity with a peer once a week for a month.

Setting goals in these domains allows ABA therapists to create targeted interventions that support the development of social skills in children with autism. These goals should be tailored to each child’s unique needs, strengths, and challenges, and progress should be regularly monitored to ensure that the interventions are effective. By focusing on these domains, therapists can help children improve their social interactions, build relationships, and navigate their social environments more successfully.

When incorporating social skills training into an IEP, specific, measurable goals should be established. Here are some examples of social skills goals that may be included in an IEP for a child with ASD:

Initiating Conversations: The student will initiate a conversation with a peer at least three times during a structured group activity, using appropriate greetings and questions.

Understanding Nonverbal Cues: The student will identify and respond to three different nonverbal cues (e.g., facial expressions, gestures) during social interactions with peers.
Taking Turns: The student will demonstrate turn-taking skills during games or activities with peers, successfully waiting for their turn at least four out of five opportunities.
Expressing Emotions: The student will accurately label and express their emotions in response to specific situations, using appropriate language and tone, during classroom discussions.

Resolving Conflicts: The student will utilize conflict resolution strategies (e.g., using “I” statements, asking for help) to resolve disagreements with peers in at least two different scenarios each week.

This guide presents 35 specific social skills goals developed using ABA principles. The goals encompass crucial aspects of social functioning, spanning social interaction, communication, emotional regulation, and play skills. Each goal is distinct, measurable, and designed to enable substantial progress in social ability for those with ASD. The ABA social skills goals into five main areas: Social Interaction, Communication, Emotional Regulation, Play Skills, and General Social Skills.

Improve eye contact during social interactions for at least 3 seconds, 80% of the time.

Initiate appropriate greetings with adults and peers at least 10 times per day.
Join ongoing group activities 80% of the time when opportunities arise.
Develop friendships with peers by inviting them to participate in activities 3 times per week.

Take turns and share materials with others in 90% of play or group activities.
Demonstrate understanding of personal space in at least 90% of social interactions.
Show increased tolerance for new or unexpected changes in routine in 9 out of 10 situations.

Wait patiently for their turn during activities or conversations in 80% of opportunities.
Offer help or support to peers when they are in need, 80% of the time.
Recognize and respect personal and cultural differences in 85% of social interactions.

Communication

Engage in reciprocal conversations with peers for at least 5 conversational turns, in 4 out of 5 opportunities.
for clarifications when unsure about instructions or content in 80% of situations.
Make at least one relevant comment or ask a question during peer discussions, 75% of the time.

Verbally resolve conflicts with peers in 4 out of 5 situations.
Use context-appropriate language in 80% of conversations across different social settings.
Refrain from interrupting others in at least 4 out of 5 conversations.

Use appropriate tone and volume of voice in 85% of social interactions.

Emotional Regulation

Verbally express emotions accurately in 80% of situations where feelings are involved.
Respond appropriately to peer’s emotions 75% of the time during social interactions.

Demonstrate empathy towards peers in 90% of opportunities presented.
Identify and discuss the feelings and perspectives of others in stories or social situations, 75% of the time.
Respond to teasing or bullying in a socially appropriate manner in 9 out of 10 situations.

Play Skills

Participate in cooperative play activities with minimal adult support in 4 out of 5 opportunities.
Engage in imaginative play with peers in 75% of play opportunities.

Seek adult assistance when needed in at least 4 out of 5 situations.

Effectively utilize self-advocacy strategies in 85% of necessary situations.
Acknowledge compliments with an appropriate response in 4 out of 5 instances.
Ask permission before using another person’s belongings in 95% of opportunities.

Use appropriate gestures and body language during conversations in 80% of opportunities.
Use problem-solving strategies to overcome social challenges in 4 out of 5 instances.
Follow group norms and expectations in a variety of social settings, 80% of the time.

Exhibit self-control and refrain from engaging in physical aggression during social interactions.
Identify and pursue personal interests in social activities at least once per week.
Transition smoothly between activities with minimal prompts in 80% of situations.

Demonstrate understanding of social cues in 75% of presented scenarios.

These categories should help provide a clearer structure for understanding and addressing the various social skills goals for individuals with ASD.

In summary, social skills training through ABA is an essential aspect of many IEPs for children with Autism Spectrum Disorder. By providing targeted instruction, modeling behaviors, and reinforcing positive interactions, ABA empowers children to develop the social skills necessary for successful communication and relationships. Through a collaborative approach involving educators, therapists, and families, children with ASD can learn and practice these vital skills, leading to greater social integration and improved quality of life. As we continue to support children with autism, it is crucial to recognize the importance of social skills development and the role of evidence-based practices like ABA in achieving meaningful progress.

Social Skills ABA Goals | 35 Example Goals