ADHD IEP Goals: 44 SMART Examples for Focus and Self-Management

“Stay focused.” “Stop blurting out.” “Try harder.” Many ADHD IEP goals are written as wishes rather than skills. The CDC notes that children with ADHD can do well in school when families, teachers and administrators work together, using approaches like behavioral classroom management and organizational training. Strong ADHD IEP goals turn that support into measurable progress. This bank is part of our IEP Goal Bank series.

How to Write ADHD IEP Goals

Attention and On-Task Goals

1. Given a visual timer, [Student] will remain engaged in independent work for 10 minutes in 80% of observed intervals across 3 sessions.
2. During whole-group instruction, [Student] will follow along by tracking text or taking guided notes in 4 of 5 lessons.
3. Given a self-monitoring checklist, [Student] will be on task in 80% of 1-minute intervals during a 20-minute work period.
4. When distracted, [Student] will use a refocus strategy (look at checklist, return to task) within 1 minute in 4 of 5 observed instances.
5. Given 2-step directions, [Student] will begin the first step within 1 minute in 4 of 5 opportunities.
6. [Student] will increase sustained attention to a preferred learning task from 5 to 15 minutes in 4 of 5 sessions.
7. Given a choice of seating or work location, [Student] will choose one that helps them focus and stay engaged in 4 of 5 work periods.

Work Completion Goals

1. Given chunked assignments, [Student] will complete 80% of class work within the allotted time across 4 weeks.
2. Using a task checklist, [Student] will complete all parts of a multi-step assignment in 4 of 5 assignments.
3. [Student] will turn in 80% of homework assignments on time across a grading period.
4. Given a work completion chart, [Student] will finish one section before taking a break in 4 of 5 work periods.
5. [Student] will check their work for completeness using a “Did I finish?” card in 4 of 5 assignments.
6. [Student] will record assignments in a planner and check them off when done in 4 of 5 days.
7. Given a long assignment broken into parts, [Student] will meet each mini deadline in 4 of 5 projects.

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Impulse Control Goals

1. During discussions, [Student] will raise a hand or use a response card before speaking in 80% of opportunities.
2. When waiting, [Student] will use a waiting strategy (fidget, count, breathe) in 4 of 5 opportunities.
3. During transitions, [Student] will keep hands and materials to self in 90% of observed transitions.
4. Before answering, [Student] will pause and check the question in 4 of 5 opportunities.
5. During games or group work, [Student] will wait for their turn in 4 of 5 observed rounds.
6. When frustrated, [Student] will request a break instead of leaving the area in 4 of 5 opportunities.
7. [Student] will stop and think before acting using a “stop, think, choose” visual in 4 of 5 situations.

Movement and Regulation Goals

1. [Student] will request a movement break using an agreed signal in 4 of 5 times they need one.
2. [Student] will return from a movement break and resume work within 2 minutes in 4 of 5 breaks.
3. [Student] will use a fidget or wobble cushion appropriately during instruction in 80% of observed intervals.
4. Given scheduled movement breaks, [Student] will complete the next work period with 80% on-task behavior.
5. [Student] will identify when their energy is high or low using a scale and choose a strategy in 4 of 5 opportunities.
6. [Student] will use a standing desk or alternative seating appropriately in 4 of 5 lessons.

Movement is a regulation tool for many students with ADHD. See sensory breaks in the classroom and strategies to manage hyperactivity.

Self-Management Goals

1. [Student] will self-monitor work completion on a daily report card and compare with teacher rating with 80% agreement.
2. [Student] will set a daily goal for focus or work completion and evaluate it at the end of the day in 4 of 5 days.
3. [Student] will identify 3 strategies that help them focus and use one independently in 4 of 5 work periods.
4. [Student] will use a digital or paper reminder system to remember materials in 4 of 5 days.
5. [Student] will advocate for an accommodation (break, quiet space, extended time) appropriately in 4 of 5 opportunities.
6. [Student] will reflect weekly on what helped and what was hard using a short form in 4 of 5 weeks.
7. [Student] will use a timer to break work into focus sprints and breaks in 4 of 5 independent tasks.
8. [Student] will organize their desk and materials at the end of each class using a checklist in 4 of 5 days.

Social and Classroom Participation Goals

1. During group work, [Student] will contribute at least 2 relevant ideas and listen to peers in 4 of 5 sessions.
2. [Student] will follow classroom routines (entering, unpacking, starting warm-up) independently in 4 of 5 days.
3. [Student] will use a calm voice volume appropriate to the setting in 80% of observed intervals.
4. [Student] will repair a conflict with a peer using a script or adult support in 4 of 5 situations.
5. [Student] will participate in class discussion by answering at least 1 question per lesson in 4 of 5 lessons.
6. [Student] will transition between activities within 2 minutes in 4 of 5 transitions.
7. [Student] will accept feedback from a teacher and try a suggested change in 4 of 5 opportunities.
8. [Student] will use a quiet signal to request help instead of calling out in 80% of opportunities.
9. [Student] will work cooperatively with a partner for 10 minutes in 4 of 5 sessions.

Data Collection and Accommodations

Pair these goals with 504 accommodations for ADHD and executive functioning IEP goals. For regulation goals, see self-regulation IEP goals. Students who are also autistic may need AuDHD IEP goals. For how ADHD can look different in girls, read ADHD in boys vs ADHD in girls.