problem solving social skills goals

Grades 6-12
School Leaders

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Free IEP Goal Bank With 110+ Goals and Printable Tracking Sheets

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

Below you’ll find a list of over 100 IEP goals covering a variety of focus areas. Plus be sure to fill out the form on this page to get access to a free, editable Google Doc version of the goal bank along with a bundle of free editable goal-tracking sheets. The bundle includes daily and weekly goal-tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

IEP Goals 101

Reading Comprehension Goal Bank
Math Goal Bank
Writing Goal Bank
Behavior Goal Bank
Social Skills Goal Bank
Social-Emotional Goal Bank
Executive Functioning Goal Bank
Self-Advocacy Goal Bank

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
[STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
Given a passage at their reading level, [STUDENT] will answer five inferential questions.
After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress.

[STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
[STUDENT] will rote-count from 1 to 25 (or higher).
[STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

When given up to 10 objects, [STUDENT] will count and state how many objects there are (verbally, pointing).

Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
[STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
[STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
[STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
[STUDENT] will identify the numerator and denominator in a fraction.
When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

[STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
[STUDENT] will independently solve 15 multiplication facts (up to 9).
Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
[STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

[STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
[STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
[STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

During a preferred activity, [STUDENT] will invite a peer to join in during recess.
During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression but will apply a problem-solving strategy (walk away, tell a teacher).
[STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

[STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
[STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills IEP Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

[STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

[STUDENT] will identify appropriate social rules and expectations for various social situations.
[STUDENT] will refrain from interrupting others.
[STUDENT] will identify emotions presented in picture form.

[STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
[STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning IEP Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?) Here’s a list of goals for helping students with executive functioning.

Given visual cues, [STUDENT] will implement a system for organizing their backpack (locker, binder).
Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

[STUDENT] will arrive at class with necessary materials (paper, pen, computer).
[STUDENT] will use a checklist (visual schedule) to independently complete classwork.
[STUDENT] will respond appropriately to oral commands.
[STUDENT] will ask for clarification and further explanation when needed.
[STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

[STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
[STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (one or two) adult prompts.
By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and speaking up for yourself. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

[STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
[STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
[STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

[STUDENT] will create a list of three personal strengths and three areas for improvement.
[STUDENT] will actively participate in the development of their IEP goals and accommodations.
[STUDENT] will identify one IEP goal and three objectives to support that goal.
When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
[STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
[STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
[STUDENT] will engage in positive self-talk daily with and without teacher support.
By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
[STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
[STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Get Your Free Editable and Printable IEP Goal Bank and Goal Sheets

Just fill out the form on this page to get instant access to an editable Google Doc with all the goals mentioned above as well as a bundle of four printable and editable goal-tracking sheets. Save your goal bank and access it any time to cut and paste goals into your IEP software and/or into the editable and printable goal-tracking sheets provided. The bundle includes daily and weekly tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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IEP Social Emotional Goals

You may have heard the term “IEP” tossed about as a parent or teacher, but do you know what it stands for or means?

An individualized Education Plan is a document prepared for qualified pupils to receive special education services . IEP is an abbreviation for the phrase “Individualized Education Plan.” Including social and emotional goals is a crucial component of an Individualized Education Program (IEP). So, keep reading this post about “IEP Social Emotional Goals.”

These goals, which could be established through a Functional Behavior Assessment , are intended to assist children in developing their social and emotional abilities , which can be just as important as academic skills in helping students succeed in school and life.

In this blog post, we will discuss the social and emotional goals of an IEP, why they are so essential, and how they may be implemented into an education plan for a student.

What Is a Social-Emotional Learning Goal?

Setting measurable, actionable goals is important when discussing a student’s social and emotional growth. Self-control, talking to others, making friends, and feeling good about oneself are accessible areas to target. They are typically geared toward enhancing students’ social and emotional competencies, which can improve their health, academic performance, and quality of life .

A student’s ability to work constructively with others, their capacity to form healthy relationships with their peers, and their mastery of emotion regulation are all skills that a social and emotional learning program might address.

Examples of Social Emotional Learning IEP Goals

An Individualized Education Program (IEP) could include the following types of goals for social and emotional learning :

Improving self-regulation skills : Enhancing self-regulation skills may entail teaching students how to identify and deal with feelings constructively, such as by employing healthy coping mechanisms like deep breathing or other relaxation methods, as suggested by the American Psychological Association .
Enhancing communication skills : Improving one’s communication abilities could entail practicing verbal, nonverbal, and listening skills, among other aspects of one’s communication repertoire. This may involve studying material from resources such as Toastmasters International .
Building relationships : Building relationships may include teaching students how to form and maintain healthy friendships, resolve conflicts and participate constructively as a group member. Building relationships may also involve teaching a student how to be a supportive team member.
Improving self-esteem : Boosting students’ self-esteem could encourage them to have faith in their capabilities and a positive outlook.
Managing stress and anxiety : Teaching students healthy coping methods to deal with stress and anxiety is one way to help them manage their stress and anxiety, which is an integral part of stress management.

These are only a few examples, and the precise goals included in an Individualized Education Program (IEP) will rely on the student’s unique requirements and existing skills and abilities.

Specific IEP Social-Emotional Goals

Here are some specific social-emotional skills IEP goals:

“By the end of the school year, students will recognize and label their emotions with 80% accuracy, as measured by a teacher-created assessment.”
“By the school year’s conclusion, with 80% accuracy, demonstrate the capacity to employ deep breathing and other relaxation techniques to handle intense emotions, as evidenced by participation in daily class activities and teacher observations.”
“Will begin and maintain conversations with peers and adults with 80% accuracy by the end of the school year, as determined by teacher observations and participation in class discussions.”
“By the school year’s conclusion, with 80% accuracy, display acceptable conflict resolution skills , as assessed by the teacher during role-play activities and in real-world settings.”
“By the end of the school year, will display an increased sense of self-esteem and self-worth , measured by self-report and teacher observations.”
“By the school year’s conclusion, 80% of students will demonstrate the ability to handle stress and anxiety , as measured by teacher observations and participation in relaxation activities.”

Again, these are just a few examples; the particular objectives will depend on the student’s requirements and strengths.

Social Emotional IEP Goals for High School Students

The following is a list of some examples of social-emotional goals that schools could potentially include in an Individualized Education Plan ( IEP ) for high school students:

Develop a more profound knowledge of oneself and a comprehension of one’s sensations and emotions.
Learn how to communicate effectively in various settings and practice doing so often.
When communicating with other people, make it a point to exercise empathy and consider their points of view.
Healthy emotional management and regulation require practice.
Develop your ability to resolve conflicts and find solutions to problems via practice.
Create and preserve strong relationships with both your fellow students and adults.
Develop your capacity for independence as well as abilities in self-advocacy .
Create social and emotional well-being goals and then actively work towards achieving them.

Remembering that every student is distinct and will have different requirements is essential. As a result, the particular goals included in an individualized education program (IEP) will vary depending on the strengths and difficulties of the student in question.

The objectives must be measurable and detailed to enable progress monitoring and assessment over time.

IEP Social Emotional Goals for Kindergarten

Goals for kindergarteners’ social and emotional development that schools can include in an Individualized Education Program are as follows:

80% of the time, students will correctly identify their own and others’ emotions by name.
During a whole group lesson, students can control their emotions using healthy coping mechanisms (such as deep breathing or counting to 10).
During games and conversations with friends, students can show compassion and understanding.
Students can adhere to classroom procedures with little to no guidance from teachers.
Students will be able to express their thoughts and want in social situations by using “I” statements (such as, “I feel frustrated when you take my toy without asking.”).
The goal is for students to be comfortable initiating conversations with adults and classmates.
When a student needs assistance, they can seek it out.
Using effective problem-solving strategies, students can work out their differences with classmates.
During discussions and activities in smaller groups, students will be able to recognize and articulate a wide range of feelings.
During the individual study, the student will demonstrate an 80% proficiency in following a two-step verbal directive.

Yet again, it is crucial to tailor these objectives to the student’s specific needs and to ensure they are SMART (specific, measurable, attainable, relevant, and time-bound) (SMART).

Sample IEP Goals for Focus and Attention

Focus and attention’s IEP goals include :

The student will be able to maintain focus for at least 10 minutes during the small group activity.
Within 20 minutes, the student will be able to complete a worksheet with an accuracy rate of at least 80%.
A student will be able to pay attention for at least five minutes during a class discussion while maintaining eye contact with the speaker.
For at least 15 minutes of individual work time, the student can concentrate on their work without distracting those around them.
At least 90% of the time, a student can follow written and verbal directions involving two steps.
For at least 15 minutes of a whole-class lecture, the student can concentrate without distracting the teacher or other students.
A visual schedule will help the student stay focused for the full 40 minutes of the allotted time.
The student will be able to recognize and employ techniques that help them maintain concentration (e.g., taking breaks, using a timer, using a fidget toy).
The student will be able to focus on schoolwork for at least three consecutive tasks before losing interest.
A student in a one-on-one class can focus on an activity for at least 15 minutes.

Remember that these are only examples and that you should tailor your work with each student to their requirements. A student needs to have SMART goals that are specific, measurable, attainable, relevant, and have a deadline.

What Are Some IEP Goals for Autism ?

IEP goals for students diagnosed with autism can include things like the following:

Enhancing one’s social skills and ability to engage with classmates, including initiating discussions, taking turns, and sharing
Developing abilities in communication , such as the ability to convey needs, wishes, and thoughts through the use of words or other forms of alternative methods of communication
Gaining more autonomy in day-to-day activities such as getting dressed, using the restroom, and eating oneself, among other things
Enhancing one’s cognitive abilities by working on areas such as memory and problem-solving
Strengthening academic skills such as reading, writing, and arithmetic
Improves attention and concentration by completing chores and listening carefully to instructions
Gaining fine and gross motor skills , such as writing and playing a sport that requires tossing a ball
The management of behavior , including the reduction of inappropriate behaviors and the promotion of more appropriate ones
They are developing abilities to care for themselves , such as personal grooming and hygiene.
Enhancing sensory processing and regulation , including developing the ability to tolerate loud noises and coping strategies for controlling sensory overload.

It is essential to emphasize that these objectives should be SMART , which stands for specified, measurable, attainable, relevant, and time-bound, and that they should be adapted to the specific requirements and capabilities of the autistic learner.

What Are Some IEP Goals for ADHD ?

IEP goals for students diagnosed with ADHD could include the following:

Enhancing attention and focus through activities such as completing assignments and attentively listening to and following directions
Exhibiting more on-task conduct during individual work time , such as being seated during the period and not distracting other people.
Developing skills in managing time , such as completing work within the allotted time.
One way to do this is to develop organizational abilities , such as maintaining organization in a backpack and a desk.
Enhancing one’s ability to remember things and retrieve information.
Gaining more autonomy in day-to-day activities such as getting dressed, using the restroom, and eating oneself, among other things
Strengthening academic abilities such as reading, writing, and arithmetic
Gains fine and gross motor skills , such as writing and playing a sport that requires tossing a ball
Management of behavior , including the suppression of impulsivity and the promotion of more acceptable actions

Again, it’s important to customize these goals to fit the individual needs of the student with ADHD and to ensure they are specific, measurable, attainable, relevant, and time-bound. In addition, it’s essential to ensure that the student is aware of these goals and willing to work toward them (SMART).

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

A Comprehensive Guide to Behavior Intervention Plans (BIP) in Special Education

ESY Special Education

Teaching SEL

Social Emotional Learning Lessons for Teachers and Counselors

Social Decision Making and Problem Solving

Enhancing social-emotional skills and academic performance.

The approach known as Social Decision Making and Social Problem Solving (SDM/SPS) has been utilized since the late 1970s to promote the development of social-emotional skills in students, which is now also being applied in academic settings. This approach is rooted in the work of John Dewey (1933) and has been extensively studied and implemented by Rutgers University in collaboration with teachers, administrators, and parents in public schools in New Jersey over several decades.

SDM/SPS focuses on developing a set of skills related to social competence, peer acceptance, self-management, social awareness, group participation, and critical thinking.

The curriculum units are structured around systematic skill-building procedures, which include the following components:

Introducing the skill concept and motivation for learning; presentation of the skill in concrete behavioral components
Modeling behavioral components and clarifying the concept by descriptions and behavioral examples of not using the skill
Offering opportunities for practice of the skill in “student-tested,” enjoyable activities, providing corrective feedback and reinforcement until skill mastery is approached
Labeling the skill with a prompt or cue, to establish a “shared language” that can be used for future situations
Assigning skill practice outside of structured lessons
Providing follow-through activities and integrating prompts in academic content areas and everyday interpersonal situations

Connection to Academics

Integrating SDM/SPS into students’ academic work enhances their social-emotional skills while enriching their academic performance. Research consistently supports the benefits of social-emotional learning (SEL) instruction.

Readiness for Decision Making

This aspect of SDM/SPS targets the development of skills necessary for effective social decision making and interpersonal behavior across various contexts. It encompasses self-management and social awareness. A self-management unit focuses on skills such as listening, following directions, remembering, taking turns, and maintaining composure in the classroom. These skills help students regulate their emotions, control impulsivity, and develop social literacy. Students learn to recognize physical cues and situations that may trigger high-arousal, fight-or-flight reactions or dysregulated behavior. Skills taught in this domain should include strategies to regain control and engage clear thinking, such as breathing exercises, mindfulness, or techniques that activate the parasympathetic nervous system.

A social awareness unit emphasizes positive peer relationships and the skills necessary for building healthy connections. Students learn to respond positively to peers who offer praise, compliments, and express positive emotions and appreciation. Skills in this unit also include recognizing when peers need help, understanding when they should seek help from others, and learning how to ask for help themselves. Students should develop the ability to provide and receive constructive criticism and collaborate effectively with diverse peers in group settings.

Decision Making Framework – FIG TESPN

To equip students with a problem-solving framework, SDM/SPS introduces the acronym FIG TESPN. This framework guides students when faced with problems or decisions and aims to help them internalize responsible decision making. The goal is for students to apply this framework academically and personally, even in challenging and stressful situations.

FIG TESPN stands for:

(F)eelings are my cue to problem solve.
(I) have a problem.
(G)oals guide my actions.
(T)hink of many possible things to do.
(E)nvision the outcomes of each solution.
(S)elect your best solution, based on your goal.
(P)lan, practice, anticipate pitfalls, and pursue your best solution.
(N)ext time, what will you do – the same thing or something different?

Integration of FIG TESPN into academics

Once students have become familiar with the FIG TESPN framework, there are limitless opportunities for them to apply and practice these skills. Many of the texts students read involve characters who make decisions, face conflicts, deal with intense emotions, and navigate complex interpersonal situations. By applying the readiness skills and FIG TESPN framework to these assignments, students can meet both academic and social-emotional learning (SEL) state standards.

Teachers and staff play a crucial role in modeling readiness skills and the use of FIG TESPN. They can incorporate these skills into their questioning techniques, encouraging individual students and groups to think critically when confronted with problems. This approach helps students internalize the problem-solving framework and develop their decision-making abilities.

By integrating social decision making and problem-solving skills into academic subjects such as social studies, social justice, ethics, and creative writing, students gain a deeper understanding of the FIG TESPN framework. The framework becomes an integral part of their learning experience and supports their growth in both academic and social-emotional domains.

SDM/SPS Applied to Literature Analysis

Think of an event in the section of the book assigned. When and where did it happen? Put the event into words as a problem.
Who were the people that were involved in the problem? What were their different feelings and points of view about the problem? Why did they feel as they did? Try to put their goals into words.
For each person or group of people, what are some different decisions or solutions to the problem that he,she, or they thought of that might help in reaching their goals?
For each of these ideas or options, what are all of the things that might happen next? Envision and write both short- and long-term consequences.
What were the final decisions? How were they made? By whom? Why? Do you agree or disagree? Why?
How was the solution carried out? What was the plan? What obstacles were met? How well was the problem solved? What did you read that supports your point of view?
Notice what happened and rethink it. What would you have chosen to do? Why?
What questions do you have, based on what you read? What questions would you like to be able to ask one or more of the characters? The author? Why are these questions important to you?

a simplified version…

I will write about this character…
My character’s problem is…
How did your character get into this problem?
How does the character feel?
What does the character want to happen?
What questions would you like to be able to ask the character you picked, one of the other characters, or the author?

SDM/SPS Applied to Social Studies

What is the event that you are thinking about? When and where is it happening? Put the event into words as a problem, choice, or decision.
What people or groups were involved in the problem? What are their different feelings? What are their points of view about the problem?
What do each of these people or groups want to have happen? Try to put their goals into words.
For each person or group, name some different options or solutions to the problem that they think might help them reach their goals. Add any ideas that you think might help them that they might not have thought of.
For each option or solution you listed, picture all the things that might happen next. Envision long- and short-term consequences.
What do you think the final decision should be? How should it be made? By whom? Why?
Imagine a plan to help you carry out your solution. What could you do or think of to make your solution work? What obstacles or roadblocks might keep your solution from working? Who might disagree with your ideas? Why? What else could you do?
Rethink it. Is there another way of looking at the problem that might be better? Are there other groups, goals, or plans that come to mind?

Applying FIG TESPN to Emigration

What countries were they leaving?
How did they feel about leaving their countries?
What problems were going on that made them want to leave?
What problems would leaving the country bring about?
What would have been their goals in leaving or staying?
What were their options and how did they envision the results of each possibility?
What plans did they have to make? What kinds of things got in their way at the last minute? How did they overcome the roadblocks?
Once they arrived in a new country, how did they feel? What problems did they encounter at the beginning? What were their first goals?

Adapted from: Fostering Social-Emotional Learning in the Classroom

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An Overview of Social Skills Training

Social skills training and sad, social skills training techniques.

Research and Evidence

Areas of Development

Problems with social skills training.

Social skills training (SST) is a type of behavioral therapy used to improve social skills in people with mental disorders or developmental disabilities. SST may be used by teachers, therapists, or other professionals to help those with anxiety disorders, mood disorders, personality disorders, and other diagnoses.

It is delivered either individually or in a group format, usually once or twice a week, and is often used as one component of a combined treatment program.

Social anxiety can have an impact on social skills in a variety of ways. People with social anxiety disorder (SAD) are less likely to engage in social interactions, giving them less opportunity to build skills and gain confidence.

The Anxiety and Depression Association of American notes that people with social anxiety disorder don't necessarily lack social skills. Instead, they tend to get so overwhelmed with their anxiety that they have problems utilizing their skills.

Social skills training can help people feel more comfortable and utilize their communication and interpersonal skills more effectively.

SAD can also directly impact social behavior regardless of skill level. For example, you may know that eye contact is important but feel unable to maintain it during a conversation because of fear.

SST has been shown to be effective in improving social skills for those with SAD regardless of the social issue. If there is a skills deficit, you can learn how to better manage social interactions.

If social anxiety is masking your social ability, practice and exposure during SST can help improve your confidence and self-esteem and reduce your anxiety about social situations. For those with social anxiety disorder, SST is often used in combination with other treatments such as cognitive-behavioral therapy (CBT) or medication .

SST generally begins with an assessment of your specific skill deficits and impairments. Your therapist may ask you which social interactions you find the most challenging or which skills you feel could be improved. The goal of this process is to identify the best targets for social skills training for your particular situation.

Once specific target areas are identified, techniques for improving social skills are introduced. Usually, changes are made in one area at a time to ensure you don't get overwhelmed.

A therapist may describe a particular skill, explain how to carry it out, and model the behavior. Complex behaviors like how to carry on a conversation may be broken down into smaller pieces such as introducing yourself , making small talk, and leaving a conversation. Therapists will also discuss both verbal and nonverbal behaviors.

SST Techniques

Behavioral rehearsal : Role play which involves practicing new skills during therapy in simulated situations
Corrective feedback : Used to help improve social skills during practice
Instruction : The educational component of SST that involves the modeling of appropriate social behaviors
Positive reinforcement : used to reward improvements in social skills
Weekly homework assignments : Provide the chance to practice new social skills outside of therapy

Research and Evidence

Research on the use of SST in treating SAD shows that it is effective whether executed alone or with another form of treatment. SST has also been shown to increase the results of group CBT for SAD.

In general, SST is most effective when used as part of a comprehensive treatment program involving multiple components. Therefore, if you have severe social anxiety, social skills training may be helpful for you—both for your social skills and anxiety about social situations.

Social skills training can help people learn or re-learn certain social practices, but it is just one part of a intervention program for anxiety and other conditions. Research has found that it is most effective when it used to augment other therapies, which may include CBT and exposure therapy.

Social skills are the building blocks of social interaction. If you have SAD, you may have missed out on developing some of these important skills. However, you can always learn them no matter your age.

Being Assertive

Assertiveness helps you relate to others in a way that balances the needs of everyone. If you have a tendency to defer to others, it can feel uncomfortable when you first start asserting yourself. However, in the long run, assertiveness will help to reduce anxiety and make both you and the people around you more comfortable.

Communicating Non-Verbally

Nonverbal communication, also known as body language, plays a large role in communication. People with social anxiety disorder tend to have "closed" body language that signals to others that you are unapproachable or unfriendly. While this is a natural result of anxiety, it is possible to work on having more open and friendly nonverbal behaviors.

Communicating Verbally

Verbal communication is another skill. The art of conversation may seem like a puzzle if you have social anxiety disorder. You probably have trouble knowing what to say or feel uncomfortable talking about yourself. But, conversations are foundational to building relationships and knowing how to better navigate them will help you get acquainted with those around you.

Making Introductions

Introductions are a way of making people feel comfortable. Whether you are called upon to make introductions or you are being introduced, it is important to know the rules of these social encounters. Knowing how to confidently make introductions is a very useful social skill.

Practicing Active Listening

Active listening involves paying attention, asking questions, and reflecting on what someone says. When you practice active listening, the other person in the conversation feels heard. If you are coping with SAD, practicing active listening may actually help you focus more on others and less on yourself.

Overcoming Telephone Phobia

While the telephone is part of communication, it has its own peculiarities that can make it difficult for those with a social anxiety disorder. You might be afraid to answer the phone, make calls, or even record a voice greeting.

If you have a phobia of using the phone, there are a number of tips and tricks that you can use to overcome your fear. In addition, you can practice exposure therapy on your own to gradually desensitize yourself to using the phone.

Accepting and Giving Compliments

If you live with SAD, you probably have trouble gracefully accepting compliments and may not give compliments easily. Learning these two social skills is important. Compliments are a way of initiating and deepening relationships. They are also great conversation starters and a good way to show appreciation for others.

While it was once believed that people with autism and other forms of neurodivergence needed to learn social skills, this view is outdated. This approach is not neurodiversity-affirming and tries to impose neurotypical standards on people who are not neurotypical.

People with autism approach social interactions differently because of how their brains process information, not because they lack social skills. Their interpersonal style may differ from that of a neurotypical person, but that does not mean that it needs to be changed.

Alternatives to social skills training include:

Educating people about autism and other forms of neurodiversity
Listening to the lived experiences of neurodivergent people
Connecting neurodivergent people to supportive communities
Supporting other forms of communication and providing alternatives

While social skills training may be helpful for people who struggle with problems like social anxiety or awkwardness caused by a lack of social experience, it is essential to recognize that it is not suitable for everyone.

Social anxiety disorder can co-occur with forms of neurodivergence, such as autism and attention-deficit activity disorder (ADHD) . The challenges of managing such conditions in a neurotypical society may contribute to feelings of social anxiety.

In such instances, it is important to work with a neurodiversity-affirming therapist to determine what support strategies would be more helpful for you.

Keep in Mind

Building and improving upon your social skills is an important component of treatment for social anxiety disorder and is crucial to better negotiating social situations. If you find yourself severely lacking social skills, talk with your treatment professional about training or other methods for improving your abilities.

If you have not yet been diagnosed with SAD , the first step is to visit your doctor. From there, you can work together to design a treatment plan that meets your specific needs.

If you or a loved one are struggling with social anxiety disorder, contact the Substance Abuse and Mental Health Services Administration (SAMHSA) National Helpline at 1-800-662-4357 for information on support and treatment facilities in your area.

For more mental health resources, see our National Helpline Database .

National Collaborating Centre for Mental Health (UK). Social Anxiety Disorder: Recognition, Assessment and Treatment. Leicester (UK): British Psychological Society. (NICE Clinical Guidelines, No. 159.) 2, Social Anxiety Disorder . 2013.

Anxiety & Depression Association of America. Social skills training (SST): A tool for social anxiety disorder: In conversation with 2023 ADAA Annual Conference presenters .

Beidel DC, Alfano CA, Kofler MJ, Rao PA, Scharfstein L, Wong Sarver N. The impact of social skills training for social anxiety disorder: a randomized controlled trial . J Anxiety Disord . 2015;28(8):908-18. doi:10.1016/j.janxdis.2014.09.016

Mueser KT, Gottlieb JD, Gingerich S. Social skills and problem-solving training . The Wiley Handbook of Cognitive Behavioral Therapy . 2013. doi:10.1002/9781118528563.wbcbt12

Scaini S, Belotti R, Ogliari A, Battaglia M. A comprehensive meta-analysis of cognitive-behavioral interventions for social anxiety disorder in children and adolescents . J Anxiety Disord . 2016;42:105-12. doi:10.1016/j.janxdis.2016.05.008

Gilboa-Schechtman E, Shachar-Lavie I. More than a face: a unified theoretical perspective on nonverbal social cue processing in social anxiety . Front Hum Neurosci . 2013;7:904. doi:10.3389/fnhum.2013.00904

Briot K, Jean F, Jouni A, et al. Social anxiety in children and adolescents with autism spectrum disorders contribute to impairments in social communication and social motivation . Front Psychiatry . 2020;11:710. doi:10.3389/fpsyt.2020.00710

By Arlin Cuncic, MA Arlin Cuncic, MA, is the author of The Anxiety Workbook and founder of the website About Social Anxiety. She has a Master's degree in clinical psychology.

Social Emotional IEP Goals

What do social emotional iep goals look like.

Social Emotional Learning (SEL) is valuable for all students, and while a majority of students respond well to Tier 1 SEL lessons, others will benefit from the additional support of Social Emotional IEP goals written into behavioral plans.

IEP goals are typically generalized, leaving room for the educator to customize them. While you may draft an IEP from a standard menu of student goals, you will need to insert the individual’s name , and carefully consider the expected frequency for performing the goal (how often or with what percentage of accuracy the student demonstrates the objective) as well as the tool for measuring or observing performance (checklist, notes, activities, evaluations, etc.). Keep in mind that this will be different for each student based on his or her ability, and it may also be necessary to adjust the IEP goals when the evaluation period ends or the IEP is up for review or renewal.

As you develop IEP goals for social emotional learning, it’s important to remember that they must be achievable and measurable. When this is done well, a goal is often referred to as SMART : Specific, Measurable, Attainable, Results-oriented, and Time-bound. List clear expectations for what will qualify as successfully performing and achieving a specific goal and include activities that measure and demonstrate each specific objective.

Social Emotional IEP Goal Bank

We understand that you want to provide your students with the greatest possible chance for success in meeting their IEP goals. To help out, we’ve assembled a list of 10 frequently cited Social Emotional IEP goals as well as actionable objectives to include with them. Best of all, we’ve linked ready to go lessons and printables to each objective and provide additional resource suggestions to extend learning, giving you time to spend with your students instead of with their paperwork.

When you’re done writing, be sure to download our printable progress monitoring form to help keep your data organized.

Feelings Goals

___________ will identify and manage feelings(i.e., anger, anxiety, stress, frustration) with ___________ frequency as measured by ___________.

Actionable Objectives:

Identifies the emotional response to a given situation
Describes feelings or mood when prompted
Practices calming strategies to regulate emotion
Practices methods to reduce anxiety and stress
Manages frustration appropriately

___________ will independently identify and express feelings with ___________ frequency, as measured by ___________.

Recognizes and produces appropriate facial expressions for a variety of emotions
Displays appropriate responses in given situations

Additional Support for Feelings Goals:

Looking for more ways to explore feelings with your students? Check out Zoo Academy , our game that provides students with many scenes that explore identifying, managing, and expressing their feelings, such as this one in the Feelings Garden:

Mr. Greene helps players and other students explore the garden, where unique flowers look like animals and people. Players will look at the different flowers’ facial expressions and body language and identify which emotions they portray. Players will also hear and view an animated song showing the physical symptoms that come with different emotions, like a flipping stomach for feeling scared or a hot face when angry.

Self Regulation IEP Goals

___________ will demonstrate self regulation with ___________ frequency as measured by ___________.

Adapts effectively to change
Uses strategies to manage emotions
Maintains focus on assigned task
Displays flexible thinking

Communication Goals

___________ will demonstrate appropriate verbal and nonverbal communication and conversation with ___________ frequency as measured by___________.

Identifies appropriate topics for conversation
Expresses feelings through nonverbal cues
Correctly interprets nonverbal communication
Practices appropriate tone of voice when communicating
Maintains focus during conversation
Demonstrates self control in conversations

Additional Support for Communication Goals:

If you’re looking for another fun and interactive experience for developing communication, your students will love using puppets in the virtual classrooms of Zoo U to practice tone, voice, and body language while exploring a range of emotions!

Responsibility Goals

___________ will control impulsive behavior with ___________ frequency as measured by ___________.

Identifies impulsive and controlled behaviors
Defines the differences between impulsive and controlled behavior
Identifies the consequences of impulsive behavior

___________ will make appropriate decisions with ___________ frequency as measured by ___________.

Takes a voluntary break to manage emotions
Apologizes when actions injure/infringe upon others
Describes possible consequences of decisions
Reflects on behavior

Additional Support for Responsibility Goals:

Accepting responsibility can be hard, and Ellen Javernick’s What If Everybody Did That? gives students space to practice and reflect on the power of making good choices.

Peer Relationships Goals

___________ will demonstrate appropriate assertiveness and engagement in play and cooperative learning with peers with ___________frequency as measured by ___________.

Initiate conversations with peers
Expresses appreciation appropriately
Expresses verbal support to peers
Works with peers towards shared goal
Identifies appropriate behavior when presented with situations involving peer pressure
Seeks assistance to solve problems with peers when appropriate
Seeks opportunities to engage with peers

___________ will engage in appropriate group discussions and activities with ___________ frequency as measured by ___________.

Identifies positive social behaviors
Listens respectfully to the opinions of others
Makes positive statements about the qualities and accomplishments of others
Respects physical boundaries of others

Additional Support for Peer Relationships Goals:

Making friends and maintaining positive peer relationships is at the heart of Social-Emotional Learning! Whether your students need extra help with joining in with the group or cooperating with friends, they’ll love making a personalized social story comic book with Centervention’s Stories in Motion series!

Conflict Management Goals

___________ will independently manage conflicts with ___________ frequency as measured by ___________.

Identifies strategies for resolving conflicts
Appropriately expresses feelings when conflict arises
Cooperates with peers to resolve conflicts
Listens to the opinion of a peer without interrupting or walking away

Additional Support for Conflict Management Goals:

Learning and using positive communication strategies is a process that lasts throughout schooling (and even into adulthood!). Let your students take a ride on the S.S. Grin or a walk through the Hall of Heroes to practice communication and problem solving in many exciting scenes!

Need Something More Engaging For Your Students?

Simply request a free centervention educator account and start using our no-prep , online programs.

Zoo Academy: Grades K-1 Zoo U: Grades 2-4 SS GRIN: Grades 3-5 Hall of Heroes: Middle School Stories in Motion: High Needs

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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.

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 35 ABA social skills goals into five main areas: Social Interaction, Communication, Emotional Regulation, Play Skills, and General Social Skills.

Social Interaction

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.

General Social Skills

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.

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Home » Blog » General » Effective Social Problem Solving: Free Worksheets and Resources

Effective Social Problem Solving: Free Worksheets and Resources

As a Speech Language Pathologist and Social Emotional Learning expert, I understand the importance of developing social problem solving skills in individuals of all ages. These skills not only help us navigate through various social situations, but also contribute to our overall emotional well-being. In this blog post, I will provide you with free worksheets and resources that can assist you in enhancing your social problem solving abilities.

Understanding Social Problem Solving

Social problem solving can be defined as the process of identifying, analyzing, and resolving social conflicts or challenges. It involves a set of cognitive and emotional skills that enable individuals to effectively navigate through social interactions and find appropriate solutions to problems. The key components of effective social problem solving include:

Identifying the problem: Recognizing and understanding the social issue or conflict at hand.
Generating possible solutions: Brainstorming and coming up with different options to address the problem.
Evaluating and selecting the best solution: Assessing the pros and cons of each solution and choosing the most appropriate one.
Implementing the chosen solution: Putting the selected solution into action.
Reflecting on the outcome: Evaluating the effectiveness of the chosen solution and learning from the experience.

Developing social problem solving skills has numerous benefits. It enhances our ability to communicate effectively, resolve conflicts peacefully, and build positive relationships with others. It also promotes critical thinking, decision-making, and self-regulation skills.

Free Worksheets for Social Problem Solving

Worksheets are valuable tools in the development of social problem solving skills. They provide structured activities that guide individuals through the problem-solving process and encourage reflection and self-awareness. Here are some free social problem solving worksheets that you can utilize:

Worksheet 1: Identifying the problem: This worksheet helps individuals identify and define the social problem they are facing. It prompts them to describe the situation, their feelings, and the impact of the problem on themselves and others.
Worksheet 2: Generating possible solutions: This worksheet encourages individuals to brainstorm and list different solutions to the identified problem. It prompts them to think creatively and consider various perspectives.
Worksheet 3: Evaluating and selecting the best solution: This worksheet guides individuals in evaluating the pros and cons of each solution generated in the previous step. It helps them weigh the potential outcomes and select the most suitable solution.
Worksheet 4: Implementing the chosen solution: This worksheet assists individuals in planning and implementing the selected solution. It prompts them to outline the steps they need to take and consider any potential obstacles.
Worksheet 5: Reflecting on the outcome: This worksheet encourages individuals to reflect on the effectiveness of the chosen solution. It prompts them to evaluate the outcome, identify any lessons learned, and consider alternative approaches for future situations.

Additional Resources for Social Problem Solving

In addition to worksheets, there are various other resources available to support the development of social problem solving skills. These include:

Websites offering free social problem solving resources: There are several websites that provide free worksheets, activities, and games to enhance social problem solving skills. Some notable websites include EverydaySpeech, Social Thinking, and Teach Starter.
Books and articles on social problem solving: Many books and articles have been written on the topic of social problem solving. These resources offer in-depth information, strategies, and real-life examples to help individuals improve their skills. Some recommended books include “Social Problem Solving: Theory, Research, and Training” by Norman A. Sprinthall and “The Social Skills Guidebook: Manage Shyness, Improve Your Conversations, and Make Friends, Without Giving Up Who You Are” by Chris MacLeod.
Online courses and workshops: Online courses and workshops provide structured learning experiences that delve into the various aspects of social problem solving. These resources often include interactive activities, case studies, and expert guidance. EverydaySpeech offers a range of online courses and workshops on social emotional learning, including social problem solving.

Tips for Effective Use of Worksheets and Resources

To make the most of the worksheets and resources available, consider the following tips:

Setting clear goals and objectives: Clearly define what you hope to achieve through the use of the worksheets and resources. Set specific goals and objectives that align with your needs and desired outcomes.
Incorporating worksheets into daily routines: Integrate the worksheets into your daily routines and activities. This will help make social problem solving a regular practice and reinforce the skills learned.
Providing guidance and support during worksheet activities: Offer guidance and support as individuals work through the worksheets. Encourage open discussions, provide feedback, and help individuals reflect on their experiences and learning.

Social problem solving skills are essential for navigating through various social situations and promoting positive relationships. By utilizing free worksheets and resources, you can enhance your social problem solving abilities and improve your overall emotional well-being. Start your EverydaySpeech free trial today to access a wide range of social emotional learning resources, including social problem solving worksheets and online courses. Remember, developing these skills is a lifelong journey, so keep exploring and learning!

Preparing for Success: Enhancing Social Communication in Grade 12

Preparing for Success: Enhancing Social Communication in Grade 12 Key Takeaways Strong social communication skills are crucial for academic success and building meaningful relationships in Grade 12. Social communication includes verbal and non-verbal communication,...

Preparing for Success: Enhancing Social Communication in Grade 12 Preparing for Success: Enhancing Social Communication in Grade 12 As students enter Grade 12, they are on the cusp of adulthood and preparing for the next chapter of their lives. While academic success...

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INTERPERSONAL SKILLS
Problem Solving and Decision Making
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Social problem-solving might also be called ‘ problem-solving in real life ’. In other words, it is a rather academic way of describing the systems and processes that we use to solve the problems that we encounter in our everyday lives.

The word ‘ social ’ does not mean that it only applies to problems that we solve with other people, or, indeed, those that we feel are caused by others. The word is simply used to indicate the ‘ real life ’ nature of the problems, and the way that we approach them.

Social problem-solving is generally considered to apply to four different types of problems:

Impersonal problems, for example, shortage of money;
Personal problems, for example, emotional or health problems;
Interpersonal problems, such as disagreements with other people; and
Community and wider societal problems, such as litter or crime rate.

A Model of Social Problem-Solving

One of the main models used in academic studies of social problem-solving was put forward by a group led by Thomas D’Zurilla.

This model includes three basic concepts or elements:

Problem-solving

This is defined as the process used by an individual, pair or group to find an effective solution for a particular problem. It is a self-directed process, meaning simply that the individual or group does not have anyone telling them what to do. Parts of this process include generating lots of possible solutions and selecting the best from among them.

A problem is defined as any situation or task that needs some kind of a response if it is to be managed effectively, but to which no obvious response is available. The demands may be external, from the environment, or internal.

A solution is a response or coping mechanism which is specific to the problem or situation. It is the outcome of the problem-solving process.

Once a solution has been identified, it must then be implemented. D’Zurilla’s model distinguishes between problem-solving (the process that identifies a solution) and solution implementation (the process of putting that solution into practice), and notes that the skills required for the two are not necessarily the same. It also distinguishes between two parts of the problem-solving process: problem orientation and actual problem-solving.

Problem Orientation

Problem orientation is the way that people approach problems, and how they set them into the context of their existing knowledge and ways of looking at the world.

Each of us will see problems in a different way, depending on our experience and skills, and this orientation is key to working out which skills we will need to use to solve the problem.

An Example of Orientation

Most people, on seeing a spout of water coming from a loose joint between a tap and a pipe, will probably reach first for a cloth to put round the joint to catch the water, and then a phone, employing their research skills to find a plumber.

A plumber, however, or someone with some experience of plumbing, is more likely to reach for tools to mend the joint and fix the leak. It’s all a question of orientation.

Problem-Solving

Problem-solving includes four key skills:

Defining the problem,
Coming up with alternative solutions,
Making a decision about which solution to use, and
Implementing that solution.

Based on this split between orientation and problem-solving, D’Zurilla and colleagues defined two scales to measure both abilities.

They defined two orientation dimensions, positive and negative, and three problem-solving styles, rational, impulsive/careless and avoidance.

They noted that people who were good at orientation were not necessarily good at problem-solving and vice versa, although the two might also go together.

It will probably be obvious from these descriptions that the researchers viewed positive orientation and rational problem-solving as functional behaviours, and defined all the others as dysfunctional, leading to psychological distress.

The skills required for positive problem orientation are:

Being able to see problems as ‘challenges’, or opportunities to gain something, rather than insurmountable difficulties at which it is only possible to fail.

For more about this, see our page on The Importance of Mindset ;

Believing that problems are solvable. While this, too, may be considered an aspect of mindset, it is also important to use techniques of Positive Thinking ;

Believing that you personally are able to solve problems successfully, which is at least in part an aspect of self-confidence.

See our page on Building Confidence for more;

Understanding that solving problems successfully will take time and effort, which may require a certain amount of resilience ; and

Motivating yourself to solve problems immediately, rather than putting them off.

See our pages on Self-Motivation and Time Management for more.

Those who find it harder to develop positive problem orientation tend to view problems as insurmountable obstacles, or a threat to their well-being, doubt their own abilities to solve problems, and become frustrated or upset when they encounter problems.

The skills required for rational problem-solving include:

The ability to gather information and facts, through research. There is more about this on our page on defining and identifying problems ;

The ability to set suitable problem-solving goals. You may find our page on personal goal-setting helpful;

The application of rational thinking to generate possible solutions. You may find some of the ideas on our Creative Thinking page helpful, as well as those on investigating ideas and solutions ;

Good decision-making skills to decide which solution is best. See our page on Decision-Making for more; and

Implementation skills, which include the ability to plan, organise and do. You may find our pages on Action Planning , Project Management and Solution Implementation helpful.

There is more about the rational problem-solving process on our page on Problem-Solving .

Potential Difficulties

Those who struggle to manage rational problem-solving tend to either:

Rush things without thinking them through properly (the impulsive/careless approach), or
Avoid them through procrastination, ignoring the problem, or trying to persuade someone else to solve the problem (the avoidance mode).

This ‘ avoidance ’ is not the same as actively and appropriately delegating to someone with the necessary skills (see our page on Delegation Skills for more).

Instead, it is simple ‘buck-passing’, usually characterised by a lack of selection of anyone with the appropriate skills, and/or an attempt to avoid responsibility for the problem.

An Academic Term for a Human Process?

You may be thinking that social problem-solving, and the model described here, sounds like an academic attempt to define very normal human processes. This is probably not an unreasonable summary.

However, breaking a complex process down in this way not only helps academics to study it, but also helps us to develop our skills in a more targeted way. By considering each element of the process separately, we can focus on those that we find most difficult: maximum ‘bang for your buck’, as it were.

Continue to: Decision Making Creative Problem-Solving

See also: What is Empathy? Social Skills

The Social Thinking Methodology

A guiding resource for people worldwide for 25+ years

Social, emotional & academic learning for a lifetime of well-being.

Our teachings help people understand themselves and others to better navigate the social world, foster relationships, and improve their performance at school, at home, and at work. Our unique tools break down complex social concepts (like perspective taking) into understandable and doable parts that can be applied in any setting. For more than 25 years, our experts have been a guiding resource for schools, clinics, individuals, and families around the world, and our teachings continually evolve based on the latest research, clinical insights, and input from our neurodiverse community. Whether you're helping individuals with ADHD, social communication differences, social anxiety, autism levels 1 and 2, other social, emotional, and cognitive learning differences (with diagnoses or without), or an entire classroom of typically developing students—our strategies can help you help them.

The Social Thinking Methodology addresses the questions: How does the social world work, and how can we help our students better navigate to regulate within it? How do our social and emotional learners function within the social world? Our methodology fosters the development of social competencies so foundational that our work applies across cultures, ages, races, religions, mental health diagnoses, etc., and has been adopted within communities around the world. We stand committed to providing quality, practical information that is rooted in research, built upon real-world experiences, and is responsive to the needs of the people for whom it is designed to support. We are constantly learning and gaining inspiration from our clients and others we meet, so our work is ever-evolving yet remains grounded in its adherence to rigorous standards of quality.

Social Thinking publishes its own educational products, gives conferences around the world, offers online training courses, and provides a large library of free articles and webinars on our website, all devoted to helping individuals gain stronger social awareness and social functioning skills through using the Social Thinking Methodology. Our curricula have been implemented in specialized and mainstream classrooms, schools, and districts around the world. Currently, the value of these teachings is recognized on a wider scale and our work is being adopted as part of social, emotional, and academic learning programs for all students.

What is Social Thinking?

Develop Social Competencies

The Social Thinking Methodology provides evidence-based strategies to help people ages four through adult develop their social competencies, flexible thinking & social problem solving to meet their own social goals and improve:

Conversation & social connection
Executive functioning
Friendship & relationship development
Perspective taking
Self-regulation
Social Thinking Vocabulary

Who We Help

The Social Thinking Methodology is designed for individuals ages four through adult with solid language, cognitive, and learning abilities. Our work is for individuals with social emotional learning differences and/or challenges, whether neurotypical or neurodivergent (ADHD, social communication learning differences, social anxiety, twice exceptional, autism levels 1 and 2). Our work has been adopted into mainstream classrooms and districts around the world to improve social, emotional, and academic learning for all.

Our strategies are taught by a wide variety of people, including educators, clinicians, families, caregivers, college students, etc. Professionals who use our work include speech-language pathologists, special and general education teachers, social workers, counselors, clinical and school psychologists, occupational therapists, behavior specialists, school administrators, paraprofessionals, marriage and family therapists, and medical professionals, to name a few.

The Concept of Social Thinking: It’s Tied to Social Skills and Academics

Academics Are Rooted in Social Thinking

How is the Social Thinking Methodology different from every other social and emotional learning program?

Lessons, strategies, curricula, and tools can cross all 3 tiers of support

It is designed to complement and embed into academic lessons

It is accessible to general education and special education

It uses visual supports and consistent vocabulary to make abstract social ideas clear and concrete

It avoids assumptions that all learners will learn in the same way

Social thinking is our meaning maker

Social thinking is the process by which we interpret the thoughts, beliefs, intentions, emotions, knowledge, and actions of another person along with the context of the situation to understand that person’s experience. If we are engaging or sharing space with another person, we use this information to determine how to respond to affect the thoughts that person has about us to achieve our social goals (such as being friendly to maintain a friendship, acting generous to impress a date, and seeming unfriendly to deflect attention when walking alone late at night, etc.). Social thinking is our meaning maker—it allows us to interpret the deeper meaning behind what others do in the world, and (if the situation calls for it) prompts us with how to respond. A person’s social thinking strength has a considerable effect on their relationships and success in school and at work. It affects the person’s social skills, perspective taking, self-awareness, self-regulation, critical thinking, social problem solving, play skills, reading comprehension, written expression, ability to learn and work in a group, organizational skills, etc.

The Social Thinking®–Social Competency Model (ST-SCM)Is at the Core of the Social Thinking Methodology

The goal of the Social Thinking® Methodology is to take complicated social, emotional, and academic learning processes and teach them explicitly in a way that social learners of all ages—and interventionists—can understand. Over the several decades since the Social Thinking Methodology was introduced in the mid-1990s, our work has been and continues to be, informed by many bodies of research and theory. These include, but are not limited to, social learning theory, social information processing, perspective taking, self-regulation, executive functioning, communication, autism, ADHD, sensory processing, reading comprehension, written expression, managing complex behavior, etc.

Ultimately, it became clear that the focus of our work is to teach students social competencies , which are much more than social skills or teaching students to “behave!” Through this process of integrating well-established research studies, including research on social information processing (Crick and Dodge, 1994; Beauchamp and Anderson, 2010) and thought into our methodology, we were inspired to develop the Social Thinking®–Social Competency Model (ST–SCM) .

Developers of the Social Thinking Methodology

Michelle garcia winner & dr. pamela crooke.

Michelle Garcia Winner, MA, CCC-SLP, is the founder and CEO of Social Thinking and a globally recognized thought leader, author, speaker, and social-cognitive therapist. Over her 30-year career, she has developed the Social Thinking Methodology, along with Dr. Pamela Crooke, which provides evidence-based strategies and curricula to help individuals of all ages develop social competencies by deeply connecting social, emotional, and cognitive development. Michelle's work emphasizes the impact of social competencies on relationships, academic performance, and career success.

Pamela Crooke , PhD, CCC-SLP, is Chief Curriculum Officer and Director of Research at Social Thinking. With extensive experience as a speech-language pathologist in the Arizona public schools and as a clinical faculty member of three universities, Pam is a renowned speaker, who has co-authored multiple award-winning books on Social Thinking with Michelle Garcia Winner in addition to co-developing the Social Thinking Methodology.

Michelle Garcia Winner and Dr. Pamela Crooke continuously update the Social Thinking Methodology based on the latest research, input from the community, and insights and evidence from clinical practice.

Social Thinking’s Three-Part Process & Social Emotional Chain Reaction

Three-part process.

1. Social thinking is our meaning maker. We observe and listen to interpret the perspectives of others. The first step to improving social thinking is to keenly observe the social world that surrounds us.

A client of Michelle Garcia Winner, a 43-year-old engineer, found this step particularly valuable. He spent time learning how to observe people to be more aware of the social situations in which he was expected to socially relate to others. He had this to say about the experience: “Observing the social interactions of others is very helpful to me as I formulate how to interact myself. I’ve learned not everyone walks with their head down avoiding eye contact all the time. I’ve learned when and how to smile. I’ve studied what makes a stranger seem approachable. In short, you have to know the rules of the game in order to play the game.”

2. When seeking to engage or simply share space with others, we use social thinking to adapt our social behaviors (social skills) effectively as a means to meet our social goals. To do this, we must learn strong self-awareness, self-monitoring, and self-control. We must learn how to adapt our physical posture depending on the context, how we use our eyes to better understand others and communicate, and tools for conversational language to relate to others.

3. Our social thinking and social skills directly impact how others feel about us. This impacts how we are treated, how we feel about others, and ultimately, how we feel about ourselves! At the end of the day, our social experience is an emotional experience. The purpose of social thinking is to produce social behavior that gives others the emotional experience you intend to give. The Social Thinking Methodology teaches people to be more aware of their feelings and emotions and better predict and relate to the emotions of others.

The Social Emotional Chain Reaction

The three-part process of social thinking leads to one of the core concepts within the Social Thinking Methodology, the Social Emotional Chain Reaction—the idea that how we act affects how others feel, how we make others feel affects how they treat us, how we are treated affects how we feel about others and ultimately how we feel about ourselves. Throughout our teaching we also highlight the fundamental idea that because we have the power to affect the thoughts, feelings, and lives of others, we have a responsibility to treat others, who pose no harm or threat to us, with kindness and respect. We are affected by others, and others are affected by us! Therefore, we must treat others well to benefit from the same treatment.

The Social Emotional Chain Reaction is at the foundation of social interaction and is at the heart of what we teach through the Social Thinking Methodology. Social Thinking (our company) teaches the Social Emotional Chain Reaction in different ways to different ages through our wide array of products—and to professionals, family members, and students, through our free library of articles and our 40 courses. One of our core treatment frameworks that teaches this concept is Social Situation Mapping , which can be used with all ages.

Social Thinking Deeply Connects Social, Emotional & Academic Learning

The Social Thinking Methodology has been a guiding resource for schools, clinics, individuals & families around the world for more than 25 years. Our resources are developed by experts in speech and language (SLPs) specializing in social cognition and dedicated to helping people of all ages reach their social goals. Instead of focusing on mastering social skills, we teach social competencies for lifelong learning, so individuals can make progress toward their self-determined goals.

Teachers, speech-language pathologists, counselors, parents, and therapists just like you have used our evidence-based lessons & strategies to teach people how to improve their social competencies, flexible thinking & social problem solving through: conversation & social connection , executive functioning , friendship & relationship development, perspective taking , self-regulation , and Social Thinking Vocabulary .

Social Thinking resources deeply connect social, emotional & academic learning for a lifetime of well-being. Our materials are helpful for students in mainstream and specialized education—they can be used in schools as part of Tiers 1, 2, and 3 support. Explore our broad range of resources by developmental age below.

Award-Winning Resources by Developmental Age

Early Learners (Ages 4-7)

Elementary School (Ages 8-11)

Tweens & Teens

Young & Mature Adults

What people are saying about social thinking, parents & families.

Thank you doesn’t seem enough for all that your teachings have done for me and my family! They have been a lifeline for me to re-connect with my 9-year-old. Everything you publish is 100% applicable. Keep up the amazing work!

Parent of 9 Year Old

Elementary School

Social Thinking has completely changed the environment of who we are as a whole. Thank you for providing us with such rich social and emotional resources. The impact that your resources make are life changing and early intervention is key. Your curriculum is truly amazing! I bought into Social Thinking about 9 years ago and will use this as long as I am in education.

Natalie, Resource Teacher

I appreciate how the Social Thinking Methodology links social intent/thinking and the common core or school based standards. This connection, and the understanding that exists, is so crucial to every member of a student's school community.

Peggy, 3rd Grade Teacher

Mental Health & Clinicians

The Social Thinking Methodology is the philosophy that I ascribe to professionally. It serves as my guide through assessment and intervention.

Greg, School Psychologist

Speech Language Pathologists

I love how realistic the approach is, and doable! Based on real clinical experience adaptable to individual needs/strengths. Great that all the vocabulary is simple, easy to understand, and not full of professional shop talk.

Social Thinking’s program has given me the much needed tools to communicate in a meaningful way with my 9-year-old son. Thank you. The stress level in our house has decreased along with the meltdowns. He is able to come out of the meltdowns much more readily.

Tammy, Mom of 9 year-old boy

Adult Clients

I am a professional, high-functioning 37 year old woman diagnosed as being on the spectrum two years ago. The Social Thinking Methodology is by far the most helpful resource I have encountered. It would not be an exaggeration to say that it changed my life. Your concrete examples are extremely helpful.

Autistic Adult

Our Intellectual Property

Our teachings help engage people in social, emotional, and academic learning, not only about themselves but about others. help us protect the fidelity of this body of work..

Maximize Special Education with the Ultimate IEP Goal Bank: Achieve Measurable Results

Struggling with IEP goals? Our IEP goal bank is your answer, offering SMART objectives ready to be tailored to your students’ IEPs. Here, you find the right mix of specificity and measurability to pave your students’ educational path.

Kindergarten

Goal Bank - Kindergarten goals focus on a standards-aligned learning progression for both Math and ELA.

Goal Bank - Third grade goals focus on a standards-aligned learning progression for both Math and ELA.

Goal Bank - First grade goals focus on a standards-aligned learning progression for both Math and ELA.

Goal Bank - Fourth grade goals focus on a standards-aligned learning progression for both Math and ELA.

Goal Bank - Second grade goals focus on a standards-aligned learning progression for both Math and ELA.

Goal Bank - Fifth grade goals focus on a standards-aligned learning progression for both Math and ELA.

IEP Goal Bank for Middle School

With a free account, you can easily access thousands of free IEP goals and print your favorite ones with just one click! We are thrilled to see that more than 55,000 special education teachers use our website every month to find IEP goals and aligned teaching materials.

Goal Bank - Sixth grade goals focus on a standards-aligned learning progression for both Math and ELA.

Goal Bank - Seventh grade goals focus on a standards-aligned learning progression for both Math and ELA.

Goal Bank - Eighth grade goals focus on a standards-aligned learning progression for both Math and ELA.

Unlocking the Power of SMART IEP Goals

SMART IEP goals are the bridge that connects students’ diverse learning needs to their full potential for academic success. IEP Goals bolster the effectiveness of the IEP process. Diverse learning needs.

What are SMART IEP goals?

SMART IEP goals are specific, measurable, achievable, relevant, and time-bound objectives that guide the educational journey of students with diverse learning needs.

SMART IEP goals are the bridge that connects students’ diverse learning needs to their full potential for academic success within a school year. IEP Goals bolster the effectiveness of the IEP process, emphasizing the importance of setting realistic, personalized goals that can be achieved within the timeframe of one academic year. Diverse learning needs.

The Essence of Specificity in IEP Goals

The specificity of iep goals can be likened to the lens of a telescope. it brings the stars closer, making them appear clearer and more attainable. in the context of ieps, specificity brings clarity to the education process, facilitating clear communication among all stakeholders involved in the education process, from educators and parents to the students themselves., this specificity allows for targeted intervention strategies, which are crucial for addressing the unique needs of each student. for instance, if a student struggles with initiating a conversation with peers, a specific goal might involve providing a verbal prompt to assist them. this specific goal creates a direct pathway to address the particular objectives outlined in the iep., moreover, specificity in iep goals enables precise measurement of progress, ultimately enhancing the engagement of parents in the iep process. when parents understand the goals their child is working towards, they are more likely to be actively involved in their child’s education, further enhancing the support system for the student’s educational progress..

General Education Curriculum Focused IEPS

When a child has been identified as having a disability, the first step in creating their Individualized Education Program (IEP) is to evaluate the child's disability and assess the child's present levels.

Comprehensive free IEP goal bank to support students

Our Comprehensive IEP goal bank supports students' diverse learning needs by providing pre-written goals is three major academic areas as well as communication, language development, and social skills growth.

Making IEP Goals Measurable

The adage, ‘What gets measured, gets managed,’ is particularly applicable in the context of IEP goals. When goals are measurable, they become more than mere aspirations. They become concrete objectives that can be tracked, managed, and adjusted as necessary.

Measurable IEP goals express objectives in quantifiable terms, define success criteria, and identify baselines and target levels using the IEP goal formula. For example, a goal might involve a student being able to answer WH questions with a specific level of accuracy within a certain time frame.

To ensure the efficacy of these measurable goals, a data collection plan is crucial. This plan outlines the tools and frequency of data collection and analysis, providing a structured method for tracking progress over time. With this system in place, educators and parents can objectively assess a student’s performance over time, ensuring that the student is on the right track towards achieving their IEP goals.

Aligning Goals with Individual Capabilities

Creating a supportive and inclusive learning environment hinges on aligning IEP goals with the capabilities of each student. This approach goes beyond merely setting goals; it’s about understanding the student’s abilities, skills, and areas of need, and then tailoring the goals to suit these unique factors.

This process involves considering the student’s preferred learning styles, interests, and motivators when developing goals. For example, if a student has a strong interest in art, an IEP goal could involve using picture cues to make learning more engaging and accessible for them.

Moreover, engaging the student and parents in the goal-setting process ensures that the IEP goals are not only appropriate but also resonate with the student’s aspirations. By setting realistic expectations and differentiating instructional strategies, the IEP goals can be aligned with the student’s capabilities, nurturing their growth and potential.

Perfect IEP Team Meeting Data Tracking

Teach tastic designed short-term objectives are used to measure progress on annual goals in eight-week or quarterly intervals..

Comprehensive IEP Goal Bank: A Resource for Every Need

Social Skills and Emotional Growth

IEP goals for social skills and emotional growth focus on fostering positive peer interactions, emotional well-being, and understanding of personal space.

These goals can include:

Improving emotional regulation and self-control

Fostering empathy and perspective-taking abilities

Developing effective communication skills, including initiating conversation to set pragmatic language goals for starting, maintaining, and participating in conversations

Building and maintaining positive relationships

Resolving conflicts in a peaceful manner

Demonstrating appropriate social behavior in different settings, with an emphasis on understanding and managing unexpected behaviors in social contexts

Imagine never worrying about finding materials that do not align with your student's well written IEP goals again!

After using TeachTastic Publishing's line of IEP Goal Driven Teaching Materials, imagine a future where you no longer have to spend hours searching for appropriate teaching materials that align with your student's learning goals. Instead, you can easily find differentiated and scaffolded materials that are formatted for easy iep goal data tracking and standards-aligned for general education progression. No one stop iep goal bank pdf can offer the ever-evolving goals that we can.

Imagine never having the difficult task of finding materials that align with your student's IEP goals again! IEP Goal Bank

A small peek into what we have built just for you: Early Elementary Grades IEP Goal Catagories: Word Problems, Time: Hour and Half Hour, Single Digit Numbers Late Elementary Grades IEP Goal Catagories: Word Problems, Multiplication and Division, Fractions Behavior Goal: Respectful Voice, Preferred Activity, On Task

IEP Goal Vault

Our smart goals and objectives bank is perfect for special education teachers who are looking for standards-based content to help them excel in the classroom.

Teaching Resources

With intentional IEP goals as a foundation, our extensive library of teaching materials will help you be able to find the right resources for your students and save valuable time in the process.

Special Education Lesson Plans

Our line of special education lesson plans provides scaffolded and differentiated teaching materials that are aligned with IEP standards, so you can plant the seeds for success from day one!

Special Education jobs just got easier!

Special Ed is the hardest position in any school district. Special Education teachers are responsible for ensuring that all students with disabilities make progress. Progress, in general, is not that difficult but when faced with state standards and creating well written smart ieps there needs to be a lot more thought. This is where TeachTastic iep can help.

With our state standards aligned IEP goal workbooks and teaching materials, every special education teacher will be expertly prepared for an iep meeting. articulate their needs, set goals, and create action plans that are realistic and achievable.

Comprehensive iep goal banks: a resource for every need.

In the realm of special education, one size does not fit all. Each child is unique, with their strengths, challenges, and learning styles. Comprehensive free IEP goal bank caters to this diversity, offering a rich resource for educators to find goals and objectives that align with their students’ unique needs.

These goal banks, also known as a goal bank, provide pre-written goals that cater to various areas of development, from communication and language development to academic excellence and social skills growth. Whether it’s improving reading comprehension, enhancing mathematical problem-solving skills, or fostering positive social interactions, these goal banks have a resource for every need. It also includes a variety of structured language activities designed to support the production of figurative language such as similes, metaphors, hyperboles, personifications, and more, during specific language-focused activities.

Additionally, these goal banks undergo regular updates, guaranteeing that educators can access the most recent and efficacious goals for enhancing their students’ learning journey. With these resources, educators can create a roadmap for success that is as unique as the students they serve, ensuring that every child has the opportunity to reach their full potential. IEP Goal Bank

Communication and Language Development

These goals range from improving vocabulary and word retrieval skills to enhancing sentence structure and grammar. For example, an IEP goal might involve a student being able to describe two objects using a verbal cue or a picture cue. Recognizing the significance of setting IEP goals for early language development is crucial, as it encompasses the early stages of language development, including imitating vocalizations, gestures, syllables, non-speech sounds, vowels, and responding to questions. These goals ensure that students are equipped with the necessary communication tools to express their thoughts, feelings, and ideas effectively.

While academic excellence is important, it’s not the only measure of success. Social skills and emotional growth play a crucial role in a student’s overall development, shaping their ability to form relationships, navigate social situations, and manage their emotions.

IEP goals for social skills and emotional growth focus on fostering positive peer interactions and emotional well-being.

Developing effective communication skills

Demonstrating appropriate social behavior in different settings

For instance, an IEP goal might involve a student being able to identify and manage their emotions in a healthy way.

In addition, these goals take into account the student’s age and developmental stage as well as teacher observations. This ensures that the objectives are appropriate and achievable, setting the stage for the student’s successful social and emotional development.

Academic Excellence Across Subjects

These goals are designed to address individual needs in each subject area within the general education curriculum, including:

improving reading comprehension and answering questions accurately in English

employing mathematical strategies in Math

identifying and describing two objects using appropriate grade-level vocabulary to address spatial concepts in Math

Furthermore, these goals extend beyond traditional academic subjects. They also address other essential skills, such as social skills and emotional growth. By focusing on the holistic development of the student, these IEP goals ensure that students are equipped with all the skills they need to succeed not just in school, but in life.

Tailoring IEP Goals to Specific Learning Challenges

Every student with a learning disability has unique challenges and strengths. To address these unique needs, IEP goals need to be tailored to specific learning challenges such as dyslexia, ADHD, and autism. These custom goals provide targeted objectives and structured activities to address the specific challenges faced by these students.

For instance, for a student with dyslexia, an IEP goal might involve improving reading fluency or enhancing reading comprehension. Similarly, for a student with ADHD, an IEP goal might involve improving focus and organization through structured activities. And for a student with autism, an IEP goal might focus on improving social interaction and communication skills.

By tailoring IEP goals to specific learning challenges, educators can provide more effective support and enhance educational outcomes for these students.

Structured Activity Goals for ADHD Management

For students with ADHD, structured activities offer significant benefits by aiding in the development of essential skills such as:

organization

time management

prioritizing

impulse control

IEP goals for ADHD management focus on improving these skills through structured activities. For instance, a goal might involve a student being able to complete a difficult task with minimal distractions or maintain focus for a specific period of time.

To ensure the efficacy of these goals, regular and systematic review of a child’s progress is crucial. By monitoring and documenting the student’s progress, educators can ensure that the student is making progress towards their goals and make necessary adjustments as needed.

Autism-Focused Objectives for Enhanced Interaction

For students with autism, developing social interaction and communication skills can be particularly challenging. To address these challenges, autism-focused IEP goals aim to enhance these skills.

These goals focus on improving social communication skills, including:

Understanding and using nonverbal cues effectively

Responding appropriately in social situations

Initiating and maintaining a conversation with a peer

Responding appropriately to a verbal question

In addition to these communication goals, self-regulation strategies are included to help students manage their responses and behaviors in various social situations.

Moreover, these goals also consider the unique learning styles and interests of students with autism. By incorporating visual aids and structured activities, educators can effectively engage these students and enhance their learning experience.

This addition integrates "self-regulation" seamlessly, emphasizing its importance in managing behaviors, which complements the existing focus on communication skills.

Addressing the Unique Needs of Students with Dyslexia

Students with dyslexia often encounter difficulties in areas such as reading comprehension, vocabulary, spelling, and language skills. To address these challenges, IEP goals for students with dyslexia focus on enhancing reading and writing skills. These goals may involve improving reading fluency, enhancing reading comprehension, and fostering phonemic awareness. For example, a specific goal could involve reading text at the appropriate grade level with a designated level of precision, enhancing reading fluency by a specific number of words per minute, or mastering particular phonological awareness abilities.

Additionally, these goals also consider the unique learning styles and interests of students with dyslexia. By incorporating multi-sensory teaching methods, educators can effectively engage these students and enhance their learning experience.

Incorporating Assistive Technology in IEP Goals

In the digital age, technology has become an essential tool for learning. For students with disabilities, assistive technology can play a crucial role in supporting their communication, learning, and accessibility.

Assistive technology provides tools and devices that can improve reading and writing skills, enhance communication, and support learning across various subjects. For instance, text-to-speech software can assist students with reading challenges, while speech-to-text software can support students with writing difficulties.

Beyond merely offering tools, assistive technology also involves equipping educators with the knowledge to use these tools effectively in supporting their students. By providing professional development for educators in areas such as assistive technology and differentiated instruction, schools can ensure that all students have the tools and support they need to succeed.

Strategies for Tracking and Assessing IEP Goal Progress

The journey towards achieving IEP goals is not a one-time event but a continuous process. To ensure that students are on the right track, it’s crucial to implement strategies for tracking and assessing IEP goal progress.

These strategies include using data logs and progress reports. Data logs provide a systematic approach to collecting and organizing data, ensuring accurate documentation of a student’s progress. On the other hand, progress reports provide a comprehensive overview of a student’s progress, including a detailed breakdown of each IEP goal, a graphical representation of student progress, and a summary detailing the student’s progress.

In addition, these strategies incorporate collaborative reviews with the IEP team. By working together, the team can:

Evaluate progress

Make necessary adjustments to goals and strategies

Ensure that the student receives the necessary support to achieve their IEP goals.

Utilizing Data Logs and Progress Reports

Data logs and progress reports are crucial tools for monitoring IEP goal progress. By providing a systematic and uniform approach to collecting and organizing data, these tools ensure accurate and objective documentation of a student’s progress.

Data logs should include:

Quantifiable IEP goals and objectives

Observations

Work samples

Tests relevant to the goal being monitored

This ensures that the data is clear and the log is easily navigable.

On the other hand, progress reports provide a comprehensive overview of a student’s progress. These reports should include:

A detailed breakdown of each IEP goal

A graphical representation of student progress

A comprehensive log of collected data points

A summary detailing the student’s progress

By regularly reviewing these logs and reports, educators can ensure that students are making progress towards their goals and make necessary adjustments as needed.

Ensuring Equal Access Through Appropriate Goals

In the realm of special education, equality is not about providing the same resources to all students; it’s about ensuring that all students have the tools and support they need to succeed. By developing appropriate and measurable IEP goals, educators can ensure equal access and opportunities for students with disabilities.

These goals are aligned with academic standards, provide a roadmap for student growth, and customize supports and accommodations to individual needs. For instance, accommodations under Section 504 aim to eliminate barriers to a student’s access to full participation in school activities and provide equal opportunities.

Additionally, by including all stakeholders in the IEP process - educators, parents, and students - these goals ensure a comprehensive consideration of all perspectives and needs. This collaborative approach ensures that all students, regardless of their unique abilities and challenges, have the opportunity to reach their full potential.

Frequently Asked Questions

What is an IEP goal bank?

An IEP goal bank is a resource designed to help users locate specific academic or behavioral goals used in special education software. It allows users to find individual goals within specific content areas and strands.

What is an example of a good IEP goal?

A good example of an IEP goal is: "The student will improve working memory skills by being able to remember and follow multi-step directions in 80% of classroom tasks." This goal is specific and clearly defines the desired skill or behavior.

What is the IEP goal for managing money?

The IEP goal for managing money is for the student to determine if they can purchase an item based on its cost and their budget, with 80% accuracy, in 4 out of 5 opportunities, by month, year.

SMART IEP goals are specific, measurable, achievable, relevant, and time-bound objectives that guide the educational journey of students with diverse learning needs. These goals help ensure a targeted and effective approach to education for each student.

How do comprehensive IEP goal banks support students' unique learning needs by grade level?

Comprehensive IEP goal banks support students' unique learning needs by providing a variety of pre-written goals covering different developmental areas. These goals cater to communication, language development, academics, and social skills growth, ensuring a well-rounded approach to individualized education.

IEP Goal Formula

Setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals ensures students have clear benchmarks for success.

Description: Specify the target date by which the goal should be achieved.

As Measured By

Detail the method or tool used to measure the student’s progress toward the goal.

Student Will

Clearly define what the student is expected to accomplish.

Accuracy Level

State the proficiency standard or accuracy rate the student is expected to achieve.

Cultivating Social Skills: Worksheets, Activities, and Examples for Personal Growth

Introduction.

Embarking on a journey to enhance social skills is a transformative endeavor that significantly contributes to personal and interpersonal growth. This comprehensive guide presents a collection of worksheets, engaging activities, and real-life examples to aid individuals in developing and refining their social skills. Whether you’re navigating professional relationships, fostering connections in personal life, or seeking self-improvement, these resources are designed to empower you on your social skills journey.

Worksheets for Self-Reflection

Worksheet 1: Understanding Personal Strengths and Areas for Growth
Worksheet 2: Identifying Communication Styles
Worksheet 3: Setting Social Goals for Progress

Interactive Social Skills Activities

Activity 1: Role-Playing Scenarios for Effective Communication
Activity 2: Group Networking Bingo for Social Engagement
Activity 3: Collaborative Problem-Solving Exercises

Real-Life Examples for Practical Learning

Example 1: Navigating Small Talk at Networking Events
Example 2: Active Listening in Professional Settings
Example 3: Responding to Constructive Criticism with Grace

Building Empathy and Emotional Intelligence

Worksheet 4: Empathy-building exercises for understanding others’ perspectives
Activity 4: Emotional Intelligence Role-Play
Example 4: Demonstrating Empathy in Challenging Situations

Conflict Resolution Strategies

Worksheet 5: Identifying Sources of Conflict
Activity 5: Mediation Techniques for Conflict Resolution
Example 5: Resolving Disagreements in a Team Setting

Non-Verbal Communication Skills

Worksheet 6: Recognizing and Improving Non-Verbal Cues
Activity 6: Non-Verbal Charades for Effective Expression
Example 6: The Impact of Body Language in Professional Settings

Adapting Social Skills in Diverse Settings

Worksheet 7: Adapting Communication Styles in Different Environments
Activity 7: Cultural Sensitivity Scenarios
Example 7: Successfully Navigating Cross-Cultural Interactions

As you engage with these worksheets, activities, and real-life examples, remember that developing social skills is an ongoing process. The journey towards improved social interactions not only enriches personal relationships but also enhances professional success. Embrace these resources with an open mind, and let the cultivation of social skills become a fulfilling aspect of your personal growth.

FAQs on Cultivating Social Skills

Why are social skills important in personal and professional growth?
Social skills are crucial as they enhance communication, build meaningful relationships, and contribute to personal and professional success. They are essential in navigating diverse social settings, fostering connections, and resolving conflicts effectively .
How can self-reflection worksheets contribute to personal development?
Self-reflection worksheets, such as those provided, help individuals understand their strengths, communication styles, and set goals for social progress. They serve as tools for introspection, fostering self-awareness, and guiding individuals towards continuous improvement.
Are these activities suitable for both personal and professional contexts?
Yes, the interactive social skills activities presented cater to a wide range of contexts. Whether applied in professional settings, social gatherings, or personal relationships, these activities aim to enhance communication, collaboration, and problem-solving skills.
How can real-life examples benefit the learning process?
Real-life examples offer practical insights into applying social skills in various scenarios. Navigating small talk, active listening in professional settings, and responding to criticism are tangible instances that provide valuable lessons for individuals seeking to improve their social interactions.
Can these resources help in developing cultural sensitivity?
The provided worksheets, activities, and examples include content on adapting social skills in diverse settings and understanding cultural nuances. This promotes cultural sensitivity, an integral aspect of effective communication in our interconnected world.
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7. Be More Flexible

“I will seek opportunities to be more flexible when problem solving for the following 8 months. This could include offering creative solutions to issues, brainstorming ideas with colleagues, and encouraging feedback from others.”

Specific: This SMART goal is explicit because the person wants to become more flexible when problem solving.

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8. Brainstorm Solutions

“I want to develop a list of 5 potential solutions by the end of this month for any problem that arises. I’ll brainstorm with my team and research to develop the options. We’ll use these options to evaluate the most feasible solution for a specific issue.”

Specific: You should come up with a list of 5 potential solutions with your team.

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9. Keep a Cool Head

“When encountering a difficult problem, I will strive to remain calm and not rush into any decisions. For three months, I’ll take a few moments to pause, gather my thoughts and assess the situation with a clear head before taking action.”

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10. Don’t Make Rash Assumptions

“I will no longer make assumptions or jump to conclusions without gathering facts. I’ll strive to be more open-minded when finding solutions to problems and take the time to consider all perspectives before making a decision.”

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11. Take Responsibility

“I will take responsibility for all my mistakes and be open to constructive criticism to improve as a professional by the end of the next quarter. I’ll also learn from my mistakes and take steps to ensure they’re not repeated.”

Specific: The statement is evident in that you will take responsibility for all mistakes.

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12. Let Your Creativity Flow

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Final Thoughts

Setting SMART goals is a fantastic approach to solving any problem. They provide a clear structure for breaking down complex tasks into manageable chunks and encourage goal-oriented thinking.

While SMART goals may not work for every situation, they can offer a valuable framework for solving complex issues. Thus, it’s beneficial to experiment with this tool to develop problem-solving strategies tailored to individual needs.

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10 Best Problem-Solving Therapy Worksheets & Activities

Cognitive science tells us that we regularly face not only well-defined problems but, importantly, many that are ill defined (Eysenck & Keane, 2015).

Sometimes, we find ourselves unable to overcome our daily problems or the inevitable (though hopefully infrequent) life traumas we face.

Problem-Solving Therapy aims to reduce the incidence and impact of mental health disorders and improve wellbeing by helping clients face life’s difficulties (Dobson, 2011).

This article introduces Problem-Solving Therapy and offers techniques, activities, and worksheets that mental health professionals can use with clients.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

What is problem-solving therapy, 14 steps for problem-solving therapy, 3 best interventions and techniques, 7 activities and worksheets for your session, fascinating books on the topic, resources from positivepsychology.com, a take-home message.

Problem-Solving Therapy assumes that mental disorders arise in response to ineffective or maladaptive coping. By adopting a more realistic and optimistic view of coping, individuals can understand the role of emotions and develop actions to reduce distress and maintain mental wellbeing (Nezu & Nezu, 2009).

“Problem-solving therapy (PST) is a psychosocial intervention, generally considered to be under a cognitive-behavioral umbrella” (Nezu, Nezu, & D’Zurilla, 2013, p. ix). It aims to encourage the client to cope better with day-to-day problems and traumatic events and reduce their impact on mental and physical wellbeing.

Clinical research, counseling, and health psychology have shown PST to be highly effective in clients of all ages, ranging from children to the elderly, across multiple clinical settings, including schizophrenia, stress, and anxiety disorders (Dobson, 2011).

Can it help with depression?

PST appears particularly helpful in treating clients with depression. A recent analysis of 30 studies found that PST was an effective treatment with a similar degree of success as other successful therapies targeting depression (Cuijpers, Wit, Kleiboer, Karyotaki, & Ebert, 2020).

Other studies confirm the value of PST and its effectiveness at treating depression in multiple age groups and its capacity to combine with other therapies, including drug treatments (Dobson, 2011).

The major concepts

Effective coping varies depending on the situation, and treatment typically focuses on improving the environment and reducing emotional distress (Dobson, 2011).

PST is based on two overlapping models:

Social problem-solving model

This model focuses on solving the problem “as it occurs in the natural social environment,” combined with a general coping strategy and a method of self-control (Dobson, 2011, p. 198).

The model includes three central concepts:

Social problem-solving
The problem
The solution

The model is a “self-directed cognitive-behavioral process by which an individual, couple, or group attempts to identify or discover effective solutions for specific problems encountered in everyday living” (Dobson, 2011, p. 199).

Relational problem-solving model

The theory of PST is underpinned by a relational problem-solving model, whereby stress is viewed in terms of the relationships between three factors:

Stressful life events
Emotional distress and wellbeing
Problem-solving coping

Therefore, when a significant adverse life event occurs, it may require “sweeping readjustments in a person’s life” (Dobson, 2011, p. 202).

Enhance positive problem orientation
Decrease negative orientation
Foster ability to apply rational problem-solving skills
Reduce the tendency to avoid problem-solving
Minimize the tendency to be careless and impulsive

D’Zurilla’s and Nezu’s model includes (modified from Dobson, 2011):

Initial structuring Establish a positive therapeutic relationship that encourages optimism and explains the PST approach.
Assessment Formally and informally assess areas of stress in the client’s life and their problem-solving strengths and weaknesses.
Obstacles to effective problem-solving Explore typically human challenges to problem-solving, such as multitasking and the negative impact of stress. Introduce tools that can help, such as making lists, visualization, and breaking complex problems down.
Problem orientation – fostering self-efficacy Introduce the importance of a positive problem orientation, adopting tools, such as visualization, to promote self-efficacy.
Problem orientation – recognizing problems Help clients recognize issues as they occur and use problem checklists to ‘normalize’ the experience.
Problem orientation – seeing problems as challenges Encourage clients to break free of harmful and restricted ways of thinking while learning how to argue from another point of view.
Problem orientation – use and control emotions Help clients understand the role of emotions in problem-solving, including using feelings to inform the process and managing disruptive emotions (such as cognitive reframing and relaxation exercises).
Problem orientation – stop and think Teach clients how to reduce impulsive and avoidance tendencies (visualizing a stop sign or traffic light).
Problem definition and formulation Encourage an understanding of the nature of problems and set realistic goals and objectives.
Generation of alternatives Work with clients to help them recognize the wide range of potential solutions to each problem (for example, brainstorming).
Decision-making Encourage better decision-making through an improved understanding of the consequences of decisions and the value and likelihood of different outcomes.
Solution implementation and verification Foster the client’s ability to carry out a solution plan, monitor its outcome, evaluate its effectiveness, and use self-reinforcement to increase the chance of success.
Guided practice Encourage the application of problem-solving skills across multiple domains and future stressful problems.
Rapid problem-solving Teach clients how to apply problem-solving questions and guidelines quickly in any given situation.

Success in PST depends on the effectiveness of its implementation; using the right approach is crucial (Dobson, 2011).

Problem-solving therapy – Baycrest

The following interventions and techniques are helpful when implementing more effective problem-solving approaches in client’s lives.

First, it is essential to consider if PST is the best approach for the client, based on the problems they present.

Is PPT appropriate?

It is vital to consider whether PST is appropriate for the client’s situation. Therapists new to the approach may require additional guidance (Nezu et al., 2013).

Therapists should consider the following questions before beginning PST with a client (modified from Nezu et al., 2013):

Has PST proven effective in the past for the problem? For example, research has shown success with depression, generalized anxiety, back pain, Alzheimer’s disease, cancer, and supporting caregivers (Nezu et al., 2013).
Is PST acceptable to the client?
Is the individual experiencing a significant mental or physical health problem?

All affirmative answers suggest that PST would be a helpful technique to apply in this instance.

Five problem-solving steps

The following five steps are valuable when working with clients to help them cope with and manage their environment (modified from Dobson, 2011).

Ask the client to consider the following points (forming the acronym ADAPT) when confronted by a problem:

Attitude Aim to adopt a positive, optimistic attitude to the problem and problem-solving process.
Define Obtain all required facts and details of potential obstacles to define the problem.
Alternatives Identify various alternative solutions and actions to overcome the obstacle and achieve the problem-solving goal.
Predict Predict each alternative’s positive and negative outcomes and choose the one most likely to achieve the goal and maximize the benefits.
Try out Once selected, try out the solution and monitor its effectiveness while engaging in self-reinforcement.

If the client is not satisfied with their solution, they can return to step ‘A’ and find a more appropriate solution.

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Positive self-statements

When dealing with clients facing negative self-beliefs, it can be helpful for them to use positive self-statements.

Use the following (or add new) self-statements to replace harmful, negative thinking (modified from Dobson, 2011):

I can solve this problem; I’ve tackled similar ones before.
I can cope with this.
I just need to take a breath and relax.
Once I start, it will be easier.
It’s okay to look out for myself.
I can get help if needed.
Other people feel the same way I do.
I’ll take one piece of the problem at a time.
I can keep my fears in check.
I don’t need to please everyone.

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PST practitioners have many different techniques available to support clients as they learn to tackle day-to-day or one-off trauma.

5 Worksheets and workbooks

Problem-solving self-monitoring form.

Ask the client to complete the following:

Describe the problem you are facing.
What is your goal?
What have you tried so far to solve the problem?
What was the outcome?

Reactions to Stress

It can be helpful for the client to recognize their own experiences of stress. Do they react angrily, withdraw, or give up (Dobson, 2011)?

The Reactions to Stress worksheet can be given to the client as homework to capture stressful events and their reactions. By recording how they felt, behaved, and thought, they can recognize repeating patterns.

What Are Your Unique Triggers?

Helping clients capture triggers for their stressful reactions can encourage emotional regulation.

When clients can identify triggers that may lead to a negative response, they can stop the experience or slow down their emotional reaction (Dobson, 2011).

The What Are Your Unique Triggers ? worksheet helps the client identify their triggers (e.g., conflict, relationships, physical environment, etc.).

Problem-Solving worksheet

Imagining an existing or potential problem and working through how to resolve it can be a powerful exercise for the client.

Use the Problem-Solving worksheet to state a problem and goal and consider the obstacles in the way. Then explore options for achieving the goal, along with their pros and cons, to assess the best action plan.

Getting the Facts

Clients can become better equipped to tackle problems and choose the right course of action by recognizing facts versus assumptions and gathering all the necessary information (Dobson, 2011).

Use the Getting the Facts worksheet to answer the following questions clearly and unambiguously:

Who is involved?
What did or did not happen, and how did it bother you?
Where did it happen?
When did it happen?
Why did it happen?
How did you respond?

2 Helpful Group Activities

While therapists can use the worksheets above in group situations, the following two interventions work particularly well with more than one person.

Generating Alternative Solutions and Better Decision-Making

A group setting can provide an ideal opportunity to share a problem and identify potential solutions arising from multiple perspectives.

Use the Generating Alternative Solutions and Better Decision-Making worksheet and ask the client to explain the situation or problem to the group and the obstacles in the way.

Once the approaches are captured and reviewed, the individual can share their decision-making process with the group if they want further feedback.

Visualization

Visualization can be performed with individuals or in a group setting to help clients solve problems in multiple ways, including (Dobson, 2011):

Clarifying the problem by looking at it from multiple perspectives
Rehearsing a solution in the mind to improve and get more practice
Visualizing a ‘safe place’ for relaxation, slowing down, and stress management

Guided imagery is particularly valuable for encouraging the group to take a ‘mental vacation’ and let go of stress.

Ask the group to begin with slow, deep breathing that fills the entire diaphragm. Then ask them to visualize a favorite scene (real or imagined) that makes them feel relaxed, perhaps beside a gently flowing river, a summer meadow, or at the beach.

The more the senses are engaged, the more real the experience. Ask the group to think about what they can hear, see, touch, smell, and even taste.

Encourage them to experience the situation as fully as possible, immersing themselves and enjoying their place of safety.

Such feelings of relaxation may be able to help clients fall asleep, relieve stress, and become more ready to solve problems.

We have included three of our favorite books on the subject of Problem-Solving Therapy below.

1. Problem-Solving Therapy: A Treatment Manual – Arthur Nezu, Christine Maguth Nezu, and Thomas D’Zurilla

This is an incredibly valuable book for anyone wishing to understand the principles and practice behind PST.

Written by the co-developers of PST, the manual provides powerful toolkits to overcome cognitive overload, emotional dysregulation, and the barriers to practical problem-solving.

Find the book on Amazon .

2. Emotion-Centered Problem-Solving Therapy: Treatment Guidelines – Arthur Nezu and Christine Maguth Nezu

Another, more recent, book from the creators of PST, this text includes important advances in neuroscience underpinning the role of emotion in behavioral treatment.

Along with clinical examples, the book also includes crucial toolkits that form part of a stepped model for the application of PST.

3. Handbook of Cognitive-Behavioral Therapies – Keith Dobson and David Dozois

This is the fourth edition of a hugely popular guide to Cognitive-Behavioral Therapies and includes a valuable and insightful section on Problem-Solving Therapy.

This is an important book for students and more experienced therapists wishing to form a high-level and in-depth understanding of the tools and techniques available to Cognitive-Behavioral Therapists.

For even more tools to help strengthen your clients’ problem-solving skills, check out the following free worksheets from our blog.

Case Formulation Worksheet This worksheet presents a four-step framework to help therapists and their clients come to a shared understanding of the client’s presenting problem.
Understanding Your Default Problem-Solving Approach This worksheet poses a series of questions helping clients reflect on their typical cognitive, emotional, and behavioral responses to problems.
Social Problem Solving: Step by Step This worksheet presents a streamlined template to help clients define a problem, generate possible courses of action, and evaluate the effectiveness of an implemented solution.

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While we are born problem-solvers, facing an incredibly diverse set of challenges daily, we sometimes need support.

Problem-Solving Therapy aims to reduce stress and associated mental health disorders and improve wellbeing by improving our ability to cope. PST is valuable in diverse clinical settings, ranging from depression to schizophrenia, with research suggesting it as a highly effective treatment for teaching coping strategies and reducing emotional distress.

Many PST techniques are available to help improve clients’ positive outlook on obstacles while reducing avoidance of problem situations and the tendency to be careless and impulsive.

The PST model typically assesses the client’s strengths, weaknesses, and coping strategies when facing problems before encouraging a healthy experience of and relationship with problem-solving.

Why not use this article to explore the theory behind PST and try out some of our powerful tools and interventions with your clients to help them with their decision-making, coping, and problem-solving?

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

Cuijpers, P., Wit, L., Kleiboer, A., Karyotaki, E., & Ebert, D. (2020). Problem-solving therapy for adult depression: An updated meta-analysis. European P sychiatry , 48 (1), 27–37.
Dobson, K. S. (2011). Handbook of cognitive-behavioral therapies (3rd ed.). Guilford Press.
Dobson, K. S., & Dozois, D. J. A. (2021). Handbook of cognitive-behavioral therapies (4th ed.). Guilford Press.
Eysenck, M. W., & Keane, M. T. (2015). Cognitive psychology: A student’s handbook . Psychology Press.
Nezu, A. M., & Nezu, C. M. (2009). Problem-solving therapy DVD . Retrieved September 13, 2021, from https://www.apa.org/pubs/videos/4310852
Nezu, A. M., & Nezu, C. M. (2018). Emotion-centered problem-solving therapy: Treatment guidelines. Springer.
Nezu, A. M., Nezu, C. M., & D’Zurilla, T. J. (2013). Problem-solving therapy: A treatment manual . Springer.

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Social & Pragmatic Language Goal Bank

(client) will label emotions/feelings in communication partners or in pictures with 80% accuracy for 3 data collections.
(client) will use words to express their feelings independently for 80% of opportunities across 3 data sessions.
(client) will state a logical answer to what another person might be feeling based on a social situation with 80% accuracy for 3 data collections.
(client) will answer pragmatic questions about social situations during structured activities with 80% accuracy for 3 data collections.
(client) will identify a problem in a social setting/picture scene with 80% accuracy for 3 data collections.
(client) will present a solution to a problem independently with 80% accuracy for 3 data collections.
(client) will label a problem size (small, medium, big) after identifying a problem with 80% accuracy across 5 data collections.
(client) will make inferences after hearing part of a story/social situation with 80% accuracy for 3 data collections.
(client) will name a flexible thinking strategy after hearing a problem scenario/social situation in 80% of opportunities across 5 data collections.
(client) will predict what happens next after hearing part of a story/social situation with 80% accuracy across 5 data collections.
(client) will identify appropriate/inappropriate behaviors in a story/social situation with 80% accuracy for 3 data collections.
(client) will describe why a behavior is appropriate/inappropriate in a story/social situation in 80% of opportunities for 3 data collections.
(client) will use greetings and farewells by looking and verbalizing or by waving "hi"/"goodbye" for 5 consecutive sessions.
(client) will use appropriate eye contact during a conversational exchange for 5 consecutive sessions.
(client) orient his eyes toward a speaker/activity after 1 verbal prompt in 80% of opportunities across 3 data collections.
(client) will look toward a speaker when their name is called in 80% of opportunities for 3 data collections.
(client) will maintain appropriate body orientation during a single activity for 3 activities per session for 3 data collections.
(client) will request help independently in 80% of opportunities across 5 data collections.
(client) will attend to self-directed activity for at least 1 minute without abandoning or transitioning activities across 5 data collections.
(client) will attend to adult directed activity for at least 1 minute without abandoning activity across 5 data collections.
(client) will maintain conversation for 3 turns by asking a questions or commenting with no more than 1 verbal prompt for 3 data collections.
(client) will add an appropriate comment to a topic generated by a communication partner without prompting at least 10x across 3 data collections.
(client) will ask an appropriate question about topic generated by a communication partner at least 10x across 3 data collections.
(client) will participate in turn-taking with the therapist for 5 turns per opportunity with a minimum of 5 opportunities across 3 data collections.
(client) will identify signs of listener boredom or disinterest independently with 80% accuracy for 3 data collections.
(client) will use age-appropriate vocal characteristics (intonation, volume) for 80% of conversational turns during therapy sessions independently for 3 data collections.

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Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem. Writing IEP Goal Bank. Here are writing IEP goals for organization, fluency, and editing. ... Social Skills IEP Goal Bank. Social skills may not seem academic, but how students engage with others can be an important outcome for ...
Effective IEP Goals for Developing Problem-Solving Skills
Goal 2: The student will generate at least three possible solutions to a given problem in 80% of situations within six months. Strategy: Teach students brainstorming techniques and encourage them to think creatively when faced with problems. Activity: Provide problem-solving worksheets that require students to list multiple potential solutions.
IEP Social Emotional Goals: Enhancing Well-being
Here are some specific social-emotional skills IEP goals: "By the end of the school year, students will recognize and label their emotions with 80% accuracy, as measured by a teacher-created assessment.". "By the school year's conclusion, with 80% accuracy, demonstrate the capacity to employ deep breathing and other relaxation ...
Social Decision Making and Problem Solving
The approach known as Social Decision Making and Social Problem Solving (SDM/SPS) has been utilized since the late 1970s to promote the development of social-emotional skills in students, which is now also being applied in academic settings. This approach is rooted in the work of John Dewey (1933) and has been extensively studied and ...
Social Skills Training: Definition, Uses, and Tips
Improving social skills can be helpful for people with social anxiety disorder. Learn how social skills training can help you overcome some common challenges. ... Problems With Social Skills Training . ... Gottlieb JD, Gingerich S. Social skills and problem-solving training. The Wiley Handbook of Cognitive Behavioral Therapy. 2013. doi:10.1002 ...
Social Emotional IEP Goals
Social and Behavioral Skills IEP Goals. 100 plus free behavior IEP goals designed to enhance social skills, emotional regulation, communication, ADHD management, executive functioning areas and problem-solving. A comprehensive range of targets that educators and professionals can readily access. By utilizing this extensive collection, educators ...
Social Emotional IEP Goals
Additional Support for Conflict Management Goals: Learning and using positive communication strategies is a process that lasts throughout schooling (and even into adulthood!). Let your students take a ride on the S.S. Grin or a walk through the Hall of Heroes to practice communication and problem solving in many exciting scenes!
11 Social Skills Worksheets for Seamless Social Interactions
Perceived, rather than actual, team branding is crucial for effective team performance. We can foster team interactions by creating team identity. Step one - In small groups, identify the team's strengths. Step two - Gather all the responses into cohesive headings.
Social Skills ABA Goals
The 35 ABA social skills goals into five main areas: Social Interaction, Communication, Emotional Regulation, Play Skills, and General Social Skills. Social Interaction. 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.
Effective Social Problem Solving: Free Worksheets and Resources
Setting clear goals and objectives: Clearly define what you hope to achieve through the use of the worksheets and resources. Set specific goals and objectives that align with your needs and desired outcomes. ... Social problem solving skills are essential for navigating through various social situations and promoting positive relationships. By ...
Social Problem Solving
Problem-solving includes four key skills: Defining the problem, Coming up with alternative solutions, Making a decision about which solution to use, and. Implementing that solution. Based on this split between orientation and problem-solving, D'Zurilla and colleagues defined two scales to measure both abilities.
The Social Thinking Methodology
With the Social Thinking Methodology, you gain evidence-based strategies to help people age 4 through adult improve their social competencies, including: self-regulation, social-emotional learning, executive functioning, perspective taking, and social problem solving. Our teachings help people understand themselves and others to better navigate the social world, foster relationships, and ...
IEP Goal and Objective Bank Grades K-8
IEP goals for social skills and emotional growth focus on fostering positive peer interactions, emotional well-being, and understanding of personal space. ... Whether it's improving reading comprehension, enhancing mathematical problem-solving skills, or fostering positive social interactions, these goal banks have a resource for every need. ...
Cultivating Social Skills: Worksheets, Activities, and Examples for
Worksheet 3: Setting Social Goals for Progress; Interactive Social Skills Activities. Activity 1: Role-Playing Scenarios for Effective Communication; Activity 2: Group Networking Bingo for Social Engagement; Activity 3: Collaborative Problem-Solving Exercises; Real-Life Examples for Practical Learning. Example 1: Navigating Small Talk at ...
12 SMART Goals Examples for Problem Solving
Here are 12 examples of SMART goals for better problem solving: 1. Define the Problem. "I'll create a plan to define and describe the problem I'm trying to solve by the end of two weeks. This will allow me to identify the exact issue that needs to be addressed and develop an effective solution promptly.".
Problem Solving
It is an engaging task b... Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade. IEP Goals: Given a visual map to solve, which requires problem solving skills to find the beginning and ending point, STUDENT will determine the logical path, as completed in up to 5 opportunities, by MONTH, YEAR.
10 Best Problem-Solving Therapy Worksheets & Activities
14 Steps for Problem-Solving Therapy. Creators of PST D'Zurilla and Nezu suggest a 14-step approach to achieve the following problem-solving treatment goals (Dobson, 2011): Enhance positive problem orientation. Decrease negative orientation. Foster ability to apply rational problem-solving skills.
Problem Solving Packet
worksheet. Guide your clients and groups through the problem solving process with the help of the Problem Solving Packet. Each page covers one of five problem solving steps with a rationale, tips, and questions. The steps include defining the problem, generating solutions, choosing one solution, implementing the solution, and reviewing the ...
Speech Therapy Goal Bank Social & Pragmatic Goals
Social & Pragmatic Language Goal Bank. (client) will label emotions/feelings in communication partners or in pictures with 80% accuracy for 3 data collections. (client) will use words to express their feelings independently for 80% of opportunities across 3 data sessions. (client) will state a logical answer to what another person might be ...