Rethinking Multistep Directions: Creating Functional Individualized Education Program Goals for Comprehension and Communication

Individualized education programs for students with disabilities, including those with emotional and behavioral disorders, often include goals for following multistep directions in isolated contexts. Using a case example of a collaboration between a teacher and a speech-language pathologist, we first explain why these goals likely do not function as intended for children with language and behavioral needs. We then provide suggestions for goal development as well as student- and adult-focused support strategies for improving classroom communication that are designed to reduce professional conflict.