Sample IEP Speech Goals for a 3-Year-Old (Following Directions)

Reviewed by a licensed speech-language pathologist

Quick answer: Following directions IEP goals for a 3-year-old are short, measurable statements that describe how many steps a child will follow, with what support, and how often. A strong goal might read: the child will follow a one-step direction in 4 of 5 chances across two sessions. The exact targets come from the child’s current level.

When a 3-year-old starts an evaluation, “following directions” often shows up as an early area of focus. It sits at the crossroads of listening, understanding words, and doing something with them, so progress here tends to help many other skills. If you have just received a draft plan, or you are heading into your first meeting, seeing a few clear examples makes the language far less mysterious.

What does “following directions” mean at age three?

Following directions is receptive language in action. The child hears a request, understands the words and the order they come in, holds it in mind, and carries it out. A one-step direction is a single request, like “give me the ball.” A two-step direction chains two actions, like “get your cup and put it on the table.”

Ranges at this age are wide. The American Speech-Language-Hearing Association lists milestones showing that many children begin managing two-step directions during the third year, while others are still solidifying one-step requests. The CDC’s developmental checklists offer similar reference points that families can compare against without turning a single missed item into an alarm.

What makes a following directions IEP goal a good one?

A useful goal is specific enough that anyone reading it can tell whether the child met it. Most well-written goals name four things: the skill, the condition, the criterion, and the timeframe. The skill is what the child will do. The condition describes the setting or support, such as with a visual cue or with a familiar object. The criterion is how well or how often, often written as something like 4 of 5 opportunities. The timeframe sets when the team expects it, usually by the annual review.

Vague goals like “will improve listening” are hard to measure and hard to celebrate. Following directions IEP goals work best when they are small, concrete, and tied to what the child does right now.

Sample goals you might see

These are illustrations to show format, not prescriptions. A speech-language pathologist sets the real numbers based on the child’s baseline.

• Given a familiar object and a verbal cue, the child will follow a one-step direction in 4 of 5 opportunities across two consecutive sessions.
• With a gesture or visual support, the child will follow a routine direction (such as “sit down” or “come here”) in 8 of 10 opportunities.
• The child will follow a two-step related direction (such as “get your shoes and sit down”) in 3 of 5 opportunities with no more than one repetition of the direction.
• During play, the child will follow a direction containing one spatial concept (in, on, under) with a familiar object in 4 of 5 opportunities.
• The child will point to or hand over a named object from a field of three in 4 of 5 opportunities, showing understanding before action is added.

Notice how each goal builds on the one before it. Teams often start close to what the child already does and stretch the target a little.

How do these goals fit into the larger plan?

Following directions goals rarely stand alone. They connect to expressive language, play, and social skills, and they are written as part of a plan that grows from an evaluation. Under the Individuals with Disabilities Education Act, a child who qualifies for services gets a written plan with measurable goals, and parents are full members of the team that writes it. That means you can ask why a goal is set where it is, request an easier or harder target, and ask how progress will be reported.

For children under three, services usually run through early intervention with an Individualized Family Service Plan. Around the third birthday, many children move to an IEP through the public school system. The AAP describes early intervention as a way to support development during a period when young brains respond strongly to practice, which is part of why teams act rather than wait.

How can families support these goals at home?

Home is where directions happen all day long, which makes it a natural place to build the skill. Keep directions short and clear, pause to give the child time to respond, and pair words with a gesture when needed. Start with one step, celebrate the response, and add a second step only when one feels easy. Turning cleanup, snack time, and getting dressed into small direction games keeps practice light instead of feeling like testing.

Between the evaluation and regular therapy there is often a wait, and a weekly session is only a slice of the week. Some families add short daily practice to fill the gap. Voice-first, play-based tools such as Little Words give a child low-pressure speaking and listening practice at home, which can reinforce the following-directions work a clinician is doing. Home practice supports therapy rather than replacing it, and it works best when it stays playful. If you have concerns about progress, the CDC encourages families to speak up early rather than adopt a wait-and-see approach.

Key takeaways

• Following directions IEP goals are short, measurable statements built around a child’s current level.
• Strong goals name the skill, the condition, the criterion, and the timeframe.
• Teams usually move from one-step to two-step directions as a child grows.
• Parents are full members of the team and can question or adjust any goal.
• Everyday routines and light daily practice at home both help reinforce the skill.

Frequently asked questions

How many directions should a 3-year-old follow?

Many 3-year-olds can follow simple two-step directions, but ranges are wide. A child working on one-step directions is still within the picture an evaluation looks at.

What is a good following directions IEP goal for a 3-year-old?

A useful goal is specific and measurable, such as following a one-step direction with a familiar object in 4 of 5 opportunities across two sessions. The numbers come from the child’s baseline.

Who writes the IEP goals?

The IEP team writes them together, including parents, a speech-language pathologist when speech is involved, and program staff. Parents can suggest and question goals.

Do 3-year-olds get an IEP or an IFSP?

It depends on age and program. Children under three usually have an IFSP through early intervention, and many move to an IEP at age three.

Can I practice following directions at home?

Yes. Everyday routines offer natural chances to give short, clear directions and celebrate the response. Home practice supports therapy rather than replacing it.

Sources

• U.S. Department of Education: Individuals with Disabilities Education Act (sites.ed.gov)
• American Speech-Language-Hearing Association: Speech and Language Developmental Milestones (asha.org)
• American Speech-Language-Hearing Association: Public Resources (asha.org)
• Centers for Disease Control and Prevention: Developmental Milestones (cdc.gov)
• Centers for Disease Control and Prevention: If You Are Concerned (cdc.gov)
• American Academy of Pediatrics (HealthyChildren.org): Early Intervention (healthychildren.org)