Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.

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According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), the clinical criteria for ADHD include inattention or hyperactivity-impulsivity.

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IEP Goals for ADHD

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Individualized Education Program (IEP) goals can be very helpful for students with ADHD. An IEP is a legal document that outlines the individualized educational goals and services that a student with a disability or learning difference requires to make progress in school.

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When developing IEP goals for a student with ADHD, it's important to focus on the specific challenges that the student is facing. Here are some examples of IEP goals that can help students with ADHD:

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1. Improve attention and focus: The goal might be to increase the amount of time the student can sustain attention and focus on a task. This can be achieved through strategies such as chunking tasks, providing clear instructions, minimizing distractions, and breaking tasks into smaller steps.

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2. Reduce impulsivity: The goal might be to help the student control impulsive behaviors, such as interrupting others or acting without thinking. Strategies such as teaching self-regulation skills, providing positive reinforcement for appropriate behavior, and practicing mindfulness techniques can help.

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3. Develop organization and time-management skills: The goal might be to help the student improve their ability to plan and prioritize tasks, manage their time, and keep track of assignments and deadlines. This can be achieved through strategies such as using visual aids, providing regular reminders and check-ins, and breaking down larger projects into smaller, more manageable tasks.

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4. Improve social skills: The goal might be to help the student develop better social skills, such as taking turns, sharing, and respecting others' personal space. This can be achieved through strategies such as role-playing social situations, providing opportunities for social interaction, and modeling appropriate social behaviors.

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5. Increase academic achievement: The goal might be to help the student improve their academic performance in specific areas, such as reading or math. This can be achieved through strategies such as providing specialized instruction and accommodations, such as extended time on tests, separate rooms for testing, or alternative assessments.

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By setting clear, measurable goals and providing targeted interventions and accommodations, an IEP can help students with ADHD overcome the challenges they face in school and achieve academic and personal success. After developing your IEP goals, you and your team will want to make sure you are properly tracking and monitoring the IEP SMART goals.

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Example ADHD IEP Goals for Primary Students

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1. After 3 months, the student will be able to focus on a task for at least 5 minutes without interruption during independent work time in class.

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2. After  6 months, the student will develop and consistently use a system for organizing their materials and assignments, such as a homework folder or planner.

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3. By the end of the school year, the student will be able to follow 2-step directions independently in the classroom without reminders.

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4. By the end of the year, the student will demonstrate improved impulse control by waiting their turn during class discussions and activities, with no more than 1 reminder from the teacher each class period.

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5. In 6 months, the student will develop and implement a relaxation or mindfulness strategy, such as deep breathing or progressive muscle relaxation, to manage feelings of frustration and anxiety.

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6. By the end of the school year, the student will improve their ability to complete homework independently, with no more than 2 reminders from the teacher or parent per week.

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7. In 3 months, the student will increase their ability to self-monitor and self-regulate behavior by identifying and using appropriate coping strategies, such as taking a break or using a stress ball, in response to challenging situations with minimal reminders.

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8. By the end of the school year, the student will improve their social skills by initiating and participating in conversations with peers during recess or free time, with no more than 1 prompt from the teacher per week.

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9. By the end of the trimester, the student will increase their ability to stay on task during independent work time by using a timer to break tasks into smaller increments, with no more than 1 redirection from the teacher per session.

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Example ADHD IEP Goals for Intermediate Students

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1. By the end of the semester, the student will demonstrate increased ability to focus and complete tasks independently during a 10-minute period, with no more than 1 redirection from the teacher.

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2. By the end of the school year, the student will increase their ability to use self-regulation strategies, such as taking a deep breath or using positive self-talk, to manage frustration or anxiety during class, with no more than 2 reminders from the teacher per week.

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3. In 3 months, the student will be able to independently organize their materials and assignments using a system such as a planner or digital calendar, with no more than 2 reminders from the teacher per week.

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4. By the end of the semester, the student will improve their ability to stay on task during group work by initiating participation and taking turns in discussion, with no more than 1 reminder from the teacher per session.

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5. By the end of the school year, the student will be able to independently follow a 3-step sequence of directions in the classroom with no more than 2 reminders from the teacher per week.

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6. In 3 months, the student will be able to identify and use appropriate self-regulation strategies to manage impulsivity, such as counting to 10 or taking a break, with no more than 1 reminder from the teacher per instance.

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7. By the end of the semester, the student will increase their ability to plan and execute multi-step assignments, such as research projects or essays, with no more than 2 reminders from the teacher per assignment.

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8. In 6 months, the student will improve their ability to initiate and sustain conversations with peers, using appropriate social skills such as active listening and turn-taking, with no more than 1 reminder from the teacher per conversation.

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9. By the end of the school year, the student will increase their ability to self-advocate for accommodations and modifications in the classroom, such as requesting extended time on tests or seating where the student learns best, with no more than 1 reminder from the teacher per week.

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Example ADHD IEP Goals for Middle School Students

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1. By the end of the semester, the student will increase their ability to initiate tasks and complete assignments on time with no more than two reminders from the teacher per week.

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2. In six months, the student will improve their ability to use time management strategies, such as breaking tasks into smaller parts and setting priorities, with no more than one reminder from the teacher per day.

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3. By the end of the school year, the student will increase their ability to take notes during lectures, discussions, and readings with at least 80% accuracy.

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4. By the end of the trimester, the student will improve their ability to regulate their emotions by identifying and using appropriate coping strategies, such as deep breathing or visualization, with no more than one reminder from the teacher per week.

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5. By the end of the semester, the student will increase their ability to maintain focus and attention during class discussions and group work, with no more than one redirection from the teacher per session.

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6. In six months, the student will improve their ability to organize their academic materials and keep their backpack and locker tidy with no more than two reminders from the teacher per week.

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7. By the end of the school year, the student will increase their ability to follow multi-step directions independently in all academic settings, with no more than one reminder from the teacher per day.

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8. In three months, the student will improve their ability to participate in group discussions by actively listening, asking questions, and sharing ideas with no more than one reminder from the teacher per discussion.

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9. In six months, the student will increase their ability to advocate for themselves by requesting accommodations or modifications when necessary, with no more than one reminder from the teacher per week.

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Example ADHD IEP Goals for High School Students

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1. By the end of the semester, the student will improve their ability to prioritize and manage their time by completing all assigned homework on time, with no more than one missed assignment per week.

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2. In six months, the student will increase their ability to organize their academic materials and keep their locker and backpack tidy with no more than one reminder from the teacher per week.

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3. By the end of the school year, the student will improve their ability to independently initiate and complete long-term assignments by breaking them down into smaller tasks and setting deadlines for each task.

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4. By the end of the semester, the student will increase their ability to use self-regulation strategies, such as deep breathing or visualization, to manage their emotions and reduce stress during academic tasks, with no more than one reminder from the teacher per week.

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5. By the end of the semester, the student will improve their ability to maintain focus and attention during class lectures, with no more than one redirection from the teacher per session.

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6. In six months, the student will increase their ability to actively participate in class discussions by listening carefully, asking questions, and contributing relevant ideas, with no more than one reminder from the teacher per discussion.

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7. In three months, the student will improve their ability to follow multi-step directions independently in all academic settings, with no more than one reminder from the teacher per day.

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8. By the end of the semester, the student will increase their ability to advocate for themselves by requesting accommodations or modifications when necessary, with no more than one reminder from the teacher per week.

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1. In six months, the student will improve their ability to take responsibility for their own learning by setting academic goals, monitoring their progress, and making adjustments as needed, with no more than one reminder from the teacher per week.

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