ABA Therapy Goals: 50+ Examples by Age and Skill Area

TL;DR: ABA therapy goals are individualized targets set by your child’s BCBA based on assessment data, not generic checklists. Good goals are specific, measurable, achievable, and meaningful to your child’s daily life. They should focus on building skills (not just reducing behaviors), be relevant to your family’s priorities, and be written in clear language you can understand. This guide provides 50+ example goals organized by age group and skill area to help you understand what ABA therapy might target for your child — and to help you evaluate whether your child’s current goals are appropriate.

One of the first questions parents ask after starting ABA therapy: “What will my child be working on?” The answer should be specific, understandable, and directly relevant to your child’s life — not vague promises like “improve communication” or “reduce behaviors.”

ABA therapy goals drive everything: what’s taught during sessions, how progress is measured, and whether therapy is actually working. Understanding how goals are set and what good goals look like empowers you to be an active participant in your child’s treatment.

How ABA Goals Are Set

The Assessment Process

Before setting goals, your BCBA conducts a comprehensive assessment:

Standardized assessments — tools like the VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program), ABLLS-R (Assessment of Basic Language and Learning Skills), or AFLS (Assessment of Functional Living Skills) that identify your child’s current skill levels across multiple domains
Parent interview — your priorities, concerns, and goals for your child
Direct observation — watching your child in natural settings
Review of records — school evaluations, medical records, previous therapy reports
Functional Behavior Assessment — if challenging behaviors are present (see our FBA guide)

What Makes a Good ABA Goal

Good goals follow the SMART framework:

Criterion	Description	Good Example	Poor Example
Specific	Clearly defines the behavior	”Request preferred items using 2-word phrases"	"Improve communication”
Measurable	Can be tracked with data	”Independently in 8 of 10 opportunities"	"Be more independent”
Achievable	Realistic based on current skills	”Tolerate 5-minute haircuts without crying"	"Never cry again”
Relevant	Matters for daily life	”Use the toilet independently"	"Sort colors by shade”
Time-bound	Has a target date	”Within 6 months”	No timeline

Parent Involvement in Goal Setting

You should be actively involved in choosing goals. The BCBA brings clinical expertise; you bring knowledge of your child and family. Effective goal-setting is collaborative.

Questions to ask your BCBA:

Why is this goal a priority right now?
How does this goal connect to our family’s priorities?
What does mastery look like?
How will we measure progress?
What’s the expected timeline?
What can I do at home to support this goal?

If a goal doesn’t make sense to you or doesn’t feel relevant to your child’s life, say so. Read our guide to questions to ask your BCBA for more.

Goals by Age Group

Toddlers and Preschoolers (18 months – 5 years)

At this age, goals focus on foundational skills: communication, attention, play, and early independence.

Communication Goals:

Request preferred items by pointing, signing, or using a picture (AAC) in 8/10 opportunities
Respond to own name by orienting toward the speaker within 3 seconds, in 4/5 trials
Label 20 common objects (ball, cup, dog, car…) when shown the item, with 80% accuracy
Use 2-word phrases to request (“want cookie,” “more bubbles”) in 8/10 natural opportunities
Follow 1-step instructions (“come here,” “give me,” “sit down”) with 80% accuracy
Imitate 10 motor actions demonstrated by an adult (clapping, waving, stomping)
Answer “what” questions about visible objects (“What is this?”) for 15 items

Social Goals: 8. Engage in parallel play near a peer for 5 minutes without leaving the activity 9. Take turns with a peer during a simple game (ball rolling, block stacking) for 3 consecutive turns 10. Initiate a greeting (wave, “hi,” or AAC greeting) to familiar adults and peers, 4/5 opportunities 11. Share a toy with a peer when prompted, in 4/5 opportunities 12. Participate in a group activity (circle time, song) for 5 minutes

Play and Leisure Goals: 13. Engage in functional play with 5 different toys (pushing a car, stacking blocks, feeding a doll) 14. Independently engage in a preferred activity for 10 minutes 15. Transition between activities with visual support and no more than 1 prompt, 4/5 transitions

Daily Living Goals: 16. Wash hands independently following a visual checklist (8 steps) with 80% accuracy 17. Put on shoes independently (Velcro/slip-on) in 4/5 opportunities 18. Drink from an open cup without spilling, 4/5 opportunities 19. Feed self with a spoon with minimal spillage during meals

Behavior Goals: 20. Tolerate waiting for a preferred item for 30 seconds without challenging behavior, 4/5 opportunities 21. Accept “no” or “wait” without crying or tantrums for 2 minutes, in 4/5 instances 22. Transition from a preferred activity to a non-preferred activity with visual timer support and no more than 1 verbal prompt

Find ABA providers near you who specialize in early intervention for toddlers and preschoolers.

School-Age Children (6–12 years)

Goals become more complex, focusing on academic readiness, social interaction, independence, and community participation.

Communication Goals: 23. Initiate a conversation with a peer by asking a question or making a comment, 3 times per school day 24. Maintain a reciprocal conversation for 4+ exchanges (back and forth), 3/5 opportunities 25. Request a break when frustrated using an appropriate phrase or AAC message, before escalating to challenging behavior, in 4/5 instances 26. Answer “wh” questions (who, what, where, when, why) about a story read aloud, with 80% accuracy 27. Use a 3–5 word sentence to describe an event from the day, in 4/5 opportunities

Social Goals: 28. Join a peer group activity (game, conversation) by using an appropriate entry phrase, 3/5 opportunities 29. Identify emotions (happy, sad, angry, scared, surprised) in others based on facial expressions, with 80% accuracy 30. Respond appropriately when a peer says no (accept and suggest alternative), in 4/5 instances 31. Cooperate with a peer on a shared project for 15 minutes with no more than 1 adult prompt 32. Demonstrate good sportsmanship (congratulate winner, accept losing) during competitive games, 4/5 games

Academic and Cognitive Goals: 33. Follow 2-step instructions in the classroom without additional prompts, with 80% accuracy 34. Stay on task during independent seat work for 15 minutes with no more than 1 redirection 35. Raise hand and wait to be called on before speaking in class, 4/5 opportunities 36. Complete homework assignments within the designated time with no more than 2 prompts to stay on task

Daily Living Goals: 37. Prepare a simple snack independently (crackers and cheese, cereal, sandwich) following a visual recipe 38. Shower/bathe independently, completing all steps of a visual checklist with 80% accuracy 39. Select weather-appropriate clothing independently, 4/5 days 40. Set a table for a meal with correct placement of items, independently

Behavior Goals: 41. Use a self-regulation strategy (deep breaths, counting, sensory tool) when frustrated, before engaging in challenging behavior, in 4/5 instances 42. Accept changes to routine with no more than mild protest (verbal complaint acceptable, aggression/meltdown = not met), in 4/5 unexpected changes 43. Follow classroom rules (raise hand, stay seated, use inside voice) for 80% of observed intervals during a 30-minute period

Teenagers (13–18 years)

Adolescent goals shift toward independence, self-advocacy, social navigation, and transition to adulthood.

Communication and Self-Advocacy Goals: 44. Self-advocate by requesting accommodations from a teacher (asking for extra time, quiet space, etc.) independently, in 3/3 situations requiring accommodation 45. Communicate disagreement respectfully using “I” statements, in 4/5 opportunities 46. Make a phone call to schedule an appointment (doctor, haircut), following a script if needed, independently 47. Introduce self to a new person using name, handshake or wave, and a relevant comment, in 3/5 new encounters

Social and Relationship Goals: 48. Maintain a text conversation with a peer, responding to messages within a reasonable time and staying on topic, 4/5 conversations 49. Identify appropriate vs. inappropriate topics for different social contexts (school, home, with friends, with strangers), with 90% accuracy on scenarios 50. Navigate a social conflict with a peer by expressing feelings and proposing a compromise, with no more than 1 adult prompt 51. Recognize and respond to sarcasm, humor, and idioms in conversation, with 70% accuracy

Independence and Daily Living Goals: 52. Manage a weekly allowance/budget — tracking spending, saving for a goal, and making purchasing decisions independently 53. Use public transportation independently to travel a familiar route 54. Prepare a full meal (entree + side) following a recipe, from ingredient gathering to clean-up, independently 55. Complete a laundry cycle independently (sort, wash, dry, fold, put away) with no prompts 56. Maintain personal hygiene routine (shower, deodorant, dental care, grooming) independently for 5/5 consecutive days

Pre-Employment Goals: 57. Arrive to a scheduled commitment (class, activity, appointment) on time using self-management strategies, 4/5 occasions 58. Complete a multi-step task to the specified standard within a given timeframe, with no more than 1 prompt 59. Accept constructive feedback from an authority figure without arguing or shutting down, in 4/5 instances 60. Demonstrate appropriate workplace social behavior (greeting colleagues, small talk, respecting personal space) during a simulated or real work experience

Take our matching quiz to find ABA providers experienced with your child’s age group.

Goals by Skill Area

Reducing Challenging Behavior

Behavior reduction goals should always be paired with skill-building goals. You can’t just remove a behavior — you need to replace it.

Challenging Behavior	Replacement Skill Goal
Hitting when denied a preferred item	Request the item using words/AAC, accept “no” or “later”
Elopement (running away)	Stay within a designated area, request to leave appropriately
Self-injurious behavior during frustration	Use a calm-down strategy, request a break
Screaming during transitions	Follow a visual transition routine, use a timer
Property destruction	Express anger verbally or through AAC, use a coping skill

Learn more about behavior function and replacement in our 4 functions of behavior guide and functional communication training guide.

Safety Skills

Stop at curbs and look both ways before crossing, independently, in 5/5 opportunities
Provide personal information (name, parent’s phone number, address) when asked by a trusted adult
Identify and avoid dangerous situations (hot stove, approaching strangers, deep water) with 90% accuracy
Respond to a fire alarm by following the evacuation procedure independently

Community Skills

Order food at a restaurant by pointing to the menu, speaking, or using AAC
Wait in line for 5 minutes without leaving the line or engaging in challenging behavior
Navigate a grocery store — find 3 items using aisle signs, check out with appropriate social exchange

Red Flags in ABA Goals

Not all goals are good goals. Watch for:

Goals focused on making your child “normal” — “Eliminate hand-flapping” is not an appropriate goal. Stimming is self-regulation, not a problem. Read about the neurodiversity perspective.
Goals without clear measurement — If the BCBA can’t tell you exactly how they’ll know when the goal is met, the goal isn’t specific enough.
Goals you can’t understand — ABA jargon is fine in clinical documents, but your BCBA should explain every goal in plain language.
Goals that don’t matter to your family — If you can’t see how a goal improves your child’s daily life, ask why it’s a priority.
Only behavior reduction goals — A plan focused entirely on reducing challenging behavior without building replacement skills is incomplete.
Goals that haven’t changed in 6+ months — Goals should be regularly updated as your child progresses. If the same goals persist for a year without progress, the approach needs adjustment.
Goals that your child hasn’t assented to — For older, verbal children: they should have input into what they’re working on. Their buy-in matters.

How to Track Goal Progress

What Your BCBA Should Provide

Regular data reports — graphs showing progress toward each goal over time
Progress reports — written summaries (typically every 3–6 months) for insurance and for your records
Clear communication — updates at every parent meeting about what’s working, what’s not, and what’s being adjusted
Honest assessment — if a goal isn’t progressing, the BCBA should tell you and explain the plan to address it

What to Ask at Parent Meetings

Which goals are showing the most progress?
Which goals are stuck, and what’s the plan?
Are any goals ready to be mastered and replaced?
Are there new goals we should be considering?
How is my child doing compared to the assessment baseline?
What can I do at home to support specific goals?

Read our guide to what a day of ABA therapy looks like for more context on how goals are addressed in daily sessions.

Frequently Asked Questions

How many goals should my child have at once?

Typically 5–15 active goals, depending on the number of therapy hours and your child’s needs. A child receiving 10 hours/week of ABA might have 5–8 active goals. A child receiving 30+ hours/week might have 10–15. Having too many goals dilutes focus; too few doesn’t maximize therapy time. Goals are rotated — as one is mastered, a new one is introduced.

Can I request specific goals for my child?

Absolutely. You know your child’s daily challenges better than anyone. If potty training is your top priority, say so. If your child needs to learn to tolerate haircuts, that’s a valid goal. The BCBA may also recommend goals based on assessment data that you hadn’t considered — the best plans combine parent priorities with clinical assessment.

How long should it take to reach a goal?

It varies enormously. Some goals (like learning to request an item) may be achieved in weeks. Others (like independent toileting) may take months. Complex social skills may take years of gradual development. Your BCBA should provide estimated timelines for each goal and revise them based on actual progress data. If a goal shows no progress after 4–6 weeks, the teaching approach should be modified.

My child mastered a goal. Now what?

When a goal is mastered, the BCBA should: (1) ensure the skill generalizes across settings, people, and situations (mastery at the clinic doesn’t mean mastery at home); (2) plan for maintenance (periodic checks to ensure the skill is retained); and (3) introduce a new goal based on the next logical step or a different priority area. Mastery of one goal often unlocks readiness for the next.

Should insurance approval dictate my child’s goals?

No. Insurance authorizes hours and approves treatment plans, but clinical goals should be set based on your child’s needs — not based on what insurance is most likely to approve. A good BCBA writes goals that are both clinically appropriate AND justified for insurance. If insurance denies a goal you and the BCBA agree is important, ask about the appeal process. Read our insurance guide for more.