How are behavioural goals addressed in IEPs for students with Autism? 

Behavioural goals in Individual Education Plans (IEPs) are shifting from control-based models toward understanding, regulation, and inclusion. According to the SEND Code of Practice (DfE, 2024), these goals must now be person-centred and co-produced, designed with the pupil, their family, and the multidisciplinary team. Rather than focusing on punishment or compliance, schools are encouraged to create SMART targets that strengthen social, emotional, and functional development. 

Understanding behaviour as communication 

The NICE NG170 guideline (Autism in under 19s: support and management, reviewed 2025) explains that behaviour in autism is often a form of communication, a response to unmet needs, anxiety, or sensory overload. NICE recommends that educators conduct Functional Behaviour Assessments (FBA) to identify the purpose behind behaviour and design strategies that reduce distress. Interventions should use positive reinforcement, emotional support, and environmental adjustments rather than restraint or exclusion. 

Building regulation and resilience 

The Autism Education Trust (AET) Framework (2024) positions emotional regulation and positive behaviour support (PBS) at the heart of behavioural goal-setting. Educators are advised to create calm, predictable spaces and use sensory tools and co-regulation strategies to help children manage strong emotions. The Department for Education’s Behaviour in Schools guidance (2024) reinforces this shift, calling for restorative, relational approaches over sanctions. 

NHS and local authority guidance on Functional Behaviour Assessment (2024) supports the same principle, that behavioural goals should link directly to emotional wellbeing, communication, and sensory understanding. These frameworks promote consistent teamwork between teachers, SENCOs, SaLTs, and families, ensuring children receive coherent, compassionate support. 

Evidence from recent research 

A 2024 study by Ramey & Gormley in the European Journal of Education found that IEPs incorporating self-regulation and autonomy goals lead to greater school participation and reduced distress in autistic students. Typical SMART behavioural targets include: 

• Emotional regulation: “Will use a sensory tool or calm space when overwhelmed at least twice per day.” 

• Social flexibility: “Will accept one change in routine daily with visual support.” 

• Self-advocacy: “Will identify and communicate a preferred support strategy during review meetings.” 

When to seek extra guidance 

If a child’s behavioural needs are not fully understood, families may benefit from further evaluation. Autism Detect, rated “Good” by the Care Quality Commission (CQC), provides private autism assessments across the UK. Their clinicians follow NICE-aligned standards and help families interpret how assessment findings can guide IEP behavioural planning and everyday support. 

Takeaway 

Modern IEP behavioural goals prioritise understanding over correction. Guided by NICE, the SEND Code, and AET frameworks, schools now focus on helping autistic pupils build emotional awareness, communication, and confidence. When goals are collaborative and rooted in empathy, behaviour becomes not a problem to fix, but a language to understand.