Writing measurable goals for AAC users is one of the most important things an SLP does. It is also one of the trickiest. Generic goals like "will use AAC to communicate" give no one anything to work toward. Goals that are too narrow miss the broader communicative picture.
This guide provides a structured framework for writing AAC goals that are functional, measurable, and aligned with best practices from ASHA and current AAC research.
Why AAC Goals Require Special Attention
AAC goals differ from traditional speech-language goals in several ways. The communicator is learning both a language system and a motor access method simultaneously. Progress often looks different from spoken language development. And the AAC system itself may need adjusting as the user grows. (For a broader look at the evaluation process, see our AAC assessment guide.)
ASHA's Practice Portal on AAC emphasizes that goals should address communicative competence across four domains: linguistic, operational, social, and strategic competence (Light, 1989). Effective goal writing addresses at least one of these domains explicitly.
The SMART Framework for AAC Goals
Every AAC goal should be SMART: Specific, Measurable, Attainable, Relevant, and Time-bound. Here is what that looks like in practice.
- Specific. Name the communicative function (requesting, commenting, greeting), the modality (high-tech AAC device, communication board), and the context (structured therapy, classroom, lunch).
- Measurable. Define a criterion: percentage of opportunities, number of occurrences per session, frequency across a data collection period.
- Attainable. Base the target on current performance. If the student currently uses AAC to request in 20% of opportunities, a jump to 80% in one quarter is unrealistic. Aim for 40 to 50%.
- Relevant. Goals should reflect what the student actually needs to communicate in their daily life, not just what is easy to measure.
- Time-bound. Align with IEP review periods, typically annual goals with quarterly benchmarks.
Example Goals by Communicative Function
Requesting
Requesting is often the first communicative function targeted because the motivation is built in. The student wants something and AAC provides the way to get it.
Emerging level. Given a choice of two preferred items and a model from the communication partner, [Student] will independently activate a single symbol on their AAC device to request a preferred item in 4 out of 5 opportunities across 3 consecutive sessions.
Developing level. During structured and unstructured activities, [Student] will use their AAC device to make requests using 2-word combinations (e.g., "want crackers," "more swing") in 60% of opportunities as measured by session data over one quarter.
Proficient level. Across school environments (classroom, cafeteria, playground), [Student] will independently initiate requests using 3+ word utterances on their AAC device (e.g., "I want the red cup") in 80% of observed opportunities over 4 consecutive data collection sessions.
Commenting
Commenting is often overlooked in favor of requesting, but it is essential for social participation. Erickson and Koppenhaver (2020) emphasize that AAC users need opportunities to share observations and opinions, not just ask for things.
Emerging level. During shared book reading, [Student] will use their AAC device to comment on pictures (e.g., "big," "funny," "uh oh") with no more than one verbal or gestural cue in 3 out of 5 opportunities per session.
Developing level. During classroom activities, [Student] will independently use their AAC device to make comments related to the ongoing activity (e.g., "I like that," "it's blue") at least 3 times per 30-minute session across 4 consecutive sessions.
Proficient level. During group discussions, [Student] will use their AAC device to contribute on-topic comments or opinions using 3+ word utterances in 70% of opportunities, as measured by therapist observation across 3 sessions.
Social Interaction
Social goals address greetings, turn-taking, conversational repair, and other pragmatic functions. These goals align directly with Light's social competence domain.
Emerging level. When greeted by a peer or adult, [Student] will respond using their AAC device (e.g., "hi," "hello," partner's name) within 10 seconds in 4 out of 5 opportunities across 2 weeks.
Developing level. During structured peer activities, [Student] will initiate at least 2 social interactions per session using their AAC device (e.g., greetings, calling a peer's name, saying "your turn") as measured by session data over one quarter.
Proficient level. During unstructured social time, [Student] will maintain a conversational exchange of at least 3 turns with a peer using their AAC device, including at least one initiation, in 3 out of 5 observed opportunities.
Multi-Word Combinations
Moving from single words to combinations is a major milestone. Goals in this area should scaffold the transition without demanding full sentences prematurely.
Emerging level. Given a verbal model and visual cue, [Student] will combine two symbols on their AAC device to form agent-action or action-object phrases (e.g., "I go," "want more") in 50% of opportunities across 3 consecutive sessions.
Developing level. During structured activities, [Student] will independently generate novel 2 to 3 word combinations on their AAC device that have not been directly modeled in that session, at least 5 times per session across 4 sessions.
Proficient level. Across therapy and classroom activities, [Student] will use their AAC device to produce 3 to 5 word utterances with appropriate word order for a variety of communicative functions (requesting, commenting, asking questions) in 70% of opportunities over one quarter.
Goal Examples at a Glance
| Skill Level | Communicative Function | Example Goal Summary | Criterion |
|---|---|---|---|
| Emerging | Requesting | Single symbol activation with model | 4/5 opportunities, 3 sessions |
| Emerging | Commenting | Single word comments during books | 3/5 opportunities per session |
| Emerging | Social | Respond to greetings with AAC | 4/5 opportunities, 2 weeks |
| Developing | Requesting | 2-word request combinations | 60% of opportunities, 1 quarter |
| Developing | Commenting | Independent on-topic comments | 3 per session, 4 sessions |
| Developing | Social | Initiate 2+ social exchanges per session | Data over 1 quarter |
| Developing | Multi-word | Novel 2 to 3 word combinations | 5 per session, 4 sessions |
| Proficient | Requesting | 3+ word requests across environments | 80% over 4 sessions |
| Proficient | Commenting | On-topic 3+ word contributions in groups | 70% over 3 sessions |
| Proficient | Social | 3+ turn conversational exchanges with peers | 3/5 observed opportunities |
| Proficient | Multi-word | 3 to 5 word utterances, varied functions | 70% over 1 quarter |
Tips for Stronger AAC Goals
Address operational competence separately
Navigation and motor access goals are distinct from language goals. A student may have excellent language skills but struggle with the motor demands of their device. Write separate goals for things like navigating between pages, adjusting volume, or using word prediction.
Include communication partner goals
ASHA recommends that AAC intervention address the environment, not just the individual. Consider writing goals for staff or parents: "Communication partners will provide at least a 10-second wait time after an AAC model in 80% of observed opportunities." Aided language stimulation by partners is one of the strongest predictors of AAC success (Sennott, Light, & McNaughton, 2016).
Use participation-based language
Frame goals around participation in real activities rather than isolated skill performance. Instead of "will label 20 pictures," write "will use AAC to participate in circle time by answering at least 2 questions per session." This approach aligns with the Participation Model developed by Beukelman and Mirenda (2013).
Build in generalization from the start
If a goal only works in the therapy room, it is not functional. Specify that skills will be demonstrated across at least two settings or with at least two communication partners. Generalization is where AAC goals succeed or fail.
Tracking Progress
Data collection for AAC goals doesn't have to be complicated. Simple frequency counts, opportunity-based scoring (correct/incorrect per opportunity), and brief narrative notes are usually sufficient. Many SLPs use a data sheet with columns for date, activity, communicative function, number of opportunities, and number of successful uses.
SabiKo includes usage tracking features that can supplement your data collection by showing which symbols the student activates and how frequently they use the device across sessions.
A Note on Goal Revision
AAC goals should be revisited frequently. If a student meets a goal quickly, increase the criterion or add complexity. If progress stalls, examine whether the barrier is linguistic, operational, or environmental. Sometimes the issue is not the student's skill but the lack of communication opportunities in their day. Our post on when AAC progress stalls covers troubleshooting strategies.
Download SabiKo free to track AAC usage data and support your goal-writing process.
References
- ASHA. (n.d.). Augmentative and Alternative Communication. Practice Portal. American Speech-Language-Hearing Association.
- Beukelman, D.R., & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs (4th ed.). Paul H. Brookes Publishing.
- Erickson, K.A., & Koppenhaver, D.A. (2020). Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write. Paul H. Brookes Publishing.
- Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(2), 137-144.
- Sennott, S.C., Light, J.C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101-115.