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Examples of Comprehensive Life Skills and Home & Adaptive Habits (HAH) Goals for Children with Autism (Ages 3-18)

This expert guide provides a broad and detailed list of life skills and HAH goals tailored to children with autism. It is divided by age range and formatted to reflect how objectives and teaching strategies would be written in a Person-Centered Support Plan (PCSP). Each section includes measurable goals and example strategies to guide parents in supporting their child's growth at home.

Domain: Personal Care & Hygiene

• Objective: Increase independence in self-care routines.
• Goals:
  • Child will wash hands using visual steps in 4 out of 5 opportunities.
  • Child will brush teeth with supervision using a visual guide, 5 days/week.
  • Child will pull up pants after toileting with no more than one prompt.
  • Child will use a tissue to wipe nose with verbal cue.
  • Child will attempt to dress self by putting on socks with minimal help.

Domain: Communication & Expression

• Objective: Increase functional communication using preferred method.
• Goals:
  • Child will request preferred item using 2-3 words or AAC in daily routines.
  • Child will respond to yes/no questions using gestures or AAC.
  • Child will label three familiar people from photos.
  • Child will express a choice between two options.
  • Child will use greetings appropriately in structured settings

Domain: Routine Participation

• Objective: Increase engagement in daily routines.
• Goals:
  • Child will follow a 2-step visual schedule with less than two prompts.
  • Child will assist with putting toys in bin during cleanup time.
  • Child will place dirty clothes in hamper following visual cue.
  • Child will help set the table with adult modeling.
  • Child will participate in family mealtime routine with one verbal prompt.

Domain: Play & Social Interaction

• Objective: Develop early peer interaction and play skills.
• Goals:
  • Child will take turns in a simple game with adult facilitation.
  • Child will request help from adult during play.
  • Child will join a group play activity for at least 5 minutes.
  • Child will participate in pretend play using a familiar toy.
  • Child will follow one-step instructions during play-based activities.

Domain: Personal Care & Hygiene

• Objective: Demonstrate increased independence in hygiene.
• Goals:
  • Child will brush hair independently in the morning routine.
  • Child will dress self in appropriate clothes with one prompt.
  • Child will use toilet independently and wash hands without prompting.
  • Child will pack a backpack for school with visual support.
  • Child will apply deodorant as part of morning routine.

Domain: Home Responsibilities

• Objective: Engage in structured household chores.
• Goals:
  • Child will set table for meals with no more than one reminder.
  • Child will sort laundry into lights and darks independently.
  • Child will feed a family pet with adult supervision.
  • Child will put dishes in sink after meals daily.
  • Child will help sweep or vacuum small areas with visual steps.

Domain: Safety & Awareness

• Objective: Demonstrate understanding of personal and community safety.
• Goals:
  • Child will look both ways before crossing street when prompted.
  • Child will name own first and last name when asked.
  • Child will identify trusted adults in photos.
  • Child will follow home fire drill steps with support.
  • Child will stay within designated boundaries during community outings.

Domain: Emotional & Social Development

• Objective: Build emotional awareness and regulation.
• Goals:
  • Child will identify basic emotions using emotion cards.
  • Child will request a break using a visual cue.
  • Child will greet peers during structured group time.
  • Child will participate in turn-taking activity with minimal prompt.
  • Child will identify coping strategy to use during frustration.

Domain: Daily Living Skills

• Objective: Perform multi-step daily routines.
• Goals:
  • Child will complete morning routine using a checklist independently.
  • Child will prepare a snack using 3-step directions.
  • Child will pack lunchbox with minimal support.
  • Child will bathe self following visual schedule.
  • Child will make a bed every morning.

Domain: Money & Time Management

• Objective: Understand basic concepts of money and time.
• Goals:
  • Child will identify coins and match to correct value.
  • Child will use a timer to manage 10-minute transitions.
  • Child will read time to the hour on analog clock.
  • Child will complete a chore in a set amount of time.
  • Child will match item prices using a store flyer.

Domain: Social & Emotional Skills

• Objective: Develop social participation and regulation skills.
• Goals:
  • Child will initiate greeting with a peer in structured activity.
  • Child will recognize peer’s emotions and respond appropriately.
  • Child will use a coping strategy independently when upset.
  • Child will participate in a 10-minute group activity.
  • Child will accept losing in a game with support.

Domain: Home & Community Responsibility

• Objective: Increase participation in home and community tasks.
• Goals:
  • Child will help carry groceries into home.
  • Child will call a family member with support.
  • Child will participate in family cooking task (e.g., stir, pour).
  • Child will follow a checklist to prepare for school.
  • Child will use appropriate behavior in public setting (e.g., library).

Domain: Independent Living Skills

• Objective: Demonstrate autonomy in daily life routines.
• Goals:
  • Teen will follow weekly chore schedule with no more than one prompt.
  • Teen will plan and prepare a simple meal.
  • Teen will do personal laundry using a checklist.
  • Teen will maintain hygiene routine without reminders.
  • Teen will use alarm to wake up independently.

Domain: Vocational & Community Skills

• Objective: Develop job readiness and community integration.
• Goals:
  • Teen will complete vocational tasks (e.g., filing, sorting) with minimal prompting.
  • Teen will navigate public transport with adult support.
  • Teen will attend community event with group.
  • Teen will volunteer in a supervised setting.
  • Teen will practice greeting and interacting with staff in public settings.

Domain: Financial Literacy

• Objective: Understand and manage personal finances.
• Goals:
  • Teen will identify and use debit card with support.
  • Teen will create and follow simple budget.
  • Teen will compare prices of two similar items.
  • Teen will track weekly spending using chart.
  • Teen will understand importance of saving for a goal.

Domain: Self-Advocacy & Decision-Making

• Objective: Build capacity to communicate preferences and needs.
• Goals:
  • Teen will identify and articulate support needs.
  • Teen will lead discussion about one goal in transition meeting.
  • Teen will ask questions during appointments.
  • Teen will describe strengths and areas needing help.
  • Teen will role-play decision-making scenarios.

Parents are encouraged to collaborate with their child’s support team to tailor these goals to individual strengths, preferences, and developmental levels. Use visual tools, repetition, and natural reinforcement to foster consistent growth.  Parent Pathways will assist you in writing Habilitation Goals that are specific for your child and their PCSP.  

Here are two sample goals from each age group, rewritten in full Person-Centered Support Plan (PCSP) style format.  Goals will widely vary based on YOUR child!  We will take the time to explore your needs and your child's needs.  These are just examples.  Each includes the goal, objective, and teaching strategy:

1. Goal: [Child's name] will wash their hands using a visual schedule, completing all steps (turning on water, applying soap, rubbing hands, rinsing, drying) with no more than one verbal prompt in 4 out of 5 observed opportunities per week.
   Teaching Strategy: Use a laminated step-by-step handwashing visual near the sink. Model the steps initially, fade prompts over time, and provide praise or a small reward for each independent attempt.
    
2. Goal: [Child's name] will request a preferred item using 2–3 word phrases or a communication device (AAC), during structured play or daily routines, in 4 out of 5 opportunities.
   Teaching Strategy: Use choice boards and model sentence starters (e.g., “I want ____”). Reinforce each successful request with access to the requested item and social praise.
    

1. Goal: [Child's name] will independently brush their hair as part of their morning routine, completing the task with no more than one visual or verbal prompt, 5 days per week.
   Teaching Strategy: Provide a mirror and visual sequence chart by the bathroom. Allow for practice with feedback, and incorporate praise for independence.
    
2. Goal: [Child's name] will identify and follow home fire drill procedures (e.g., walking to the designated exit and waiting in the safe spot) with adult supervision in 3 out of 4 drills.
   Teaching Strategy: Conduct monthly drills, use a visual checklist, and reinforce participation with a reward system (stickers, tokens, etc.).
    

1. Goal: [Child's name] will prepare a snack (e.g., cereal, toast, or sandwich) following a 3-step visual recipe card with minimal assistance, 3 times per week.
   Teaching Strategy: Introduce simple picture-based recipes. Provide materials in a set location and use graduated guidance (from modeling to independence).
    
2. Goal: [Child's name] will use a coping strategy (deep breathing, asking for a break, or using a sensory tool) when feeling overwhelmed, in 80% of observed stress-related situations.
   Teaching Strategy: Teach strategies with a calm-down toolkit, role-play scenarios, and practice in a calm setting. Reinforce use of strategy with verbal praise.
    

1. Goal: [Teen's name] will follow a written chore schedule and complete assigned household tasks (e.g., vacuuming, doing laundry, wiping counters) with no more than one prompt, 5 days per week.
   Teaching Strategy: Create a visible chore board with days/tasks. Use checklists, schedule review meetings, and token rewards for consistent completion.
    
2. Goal: [Teen's name] will identify and express personal support needs during a transition planning meeting by naming at least two preferences or challenges without prompting.
   Teaching Strategy: Use self-advocacy worksheets and role-play planning meetings. Review terms like “I need help with…” or “I do well when…” to build comfort with self-expression.
    

Do you need assistance writing Habilitation Goals for your kiddo?  We can help!  We will review your PCSP, discuss your current goals, amend/rewrite any goals that need updated, provide a Meeting Agenda for your Support Coordinator, and provide support in implementing these changes.  Book an appointment with us today!