5 Adaptive Functioning IEP Goals from the AFLS
Adaptive functioning IEP goals are an important part of an Individualized Education Program (IEP) for students with disabilities. These goals focus on helping students develop the skills they need to function independently and successfully in their daily lives.
These adaptive functioning goals may be based on the Assessment of Functional Living Skills (AFLS), which is a comprehensive assessment tool used to evaluate the functional skills of individuals with developmental disabilities.
The AFLS assesses a wide range of skills related to daily living, including communication, social interaction, leisure and recreation, self-care, and community participation.
AFLS
The AFLS is often used to identify specific areas where an individual may need additional support or intervention, and the results of the assessment can be used to develop adaptive functioning goals as part of an Individualized Education Program (IEP).
These goals may be focused on helping the individual improve their functional skills in specific areas, such as communication or self-care, or may be more general in nature, focusing on helping the individual become more independent in their daily life.
Overall, the AFLS can be a valuable tool for assessing the functional skills of individuals with developmental disabilities and for identifying areas where additional support or intervention may be needed.
By using the results of the AFLS to inform the development of adaptive functioning goals, teachers and other educational professionals can help individuals with developmental disabilities develop the skills they need to be as independent as possible and to participate fully in their communities.
5 Adaptive Functioning IEP Goals from the AFLS
- By the end of this IEP period, when transitioning to different scheduled classroom activities, [student] will independently follow and take his/her schedule with him/her when the timer goes off or the teacher prompts the class to move on to the next activity in 8 out of 10 opportunities over 2 consecutive school weeks.
- By the end of this IEP period, [student] will receptively identify 20 classroom objects on 90% of trials across 4 consecutive school days.
- By the end of this IEP period, [student] will label 20 common classroom items on 90% of trials across 4 consecutive school days.
- By the end of this IEP period, when given the supports of a visual task analysis, [student] will transition between in-class activities on 90% of trials across 5 consecutive school days.
- By the end of this IEP period, [student] will walk at all appropriate times on the school campus on 90% of trials across 5 consecutive school days.
