SMART Target Examples for Autism / ASD
in Irish Primary Schools
Autism Spectrum Disorder (ASD) is a neurodevelopmental condition affecting social communication, interaction, and behaviour. In Irish schools, students with autism may need support across multiple NEPS need areas, particularly social and emotional development, communication, and sensory processing.
Prevalence in Ireland
Approximately 1-1.5% of school-age children in Ireland are diagnosed with autism, with increasing identification rates in primary schools.
SMART Target Examples by NEPS Need Area
These targets are mapped to NEPS need areas and categorised by Continuum of Support level. Replace [student] with the student's name and [date] with your review date (typically 6-8 weeks).
Social & Emotional
By [date], [student] will initiate a conversation with a peer during a structured activity (e.g., pair work) on 3 out of 5 occasions, as observed by the class teacher.
By [date], [student] will use a feelings chart to identify and name their current emotion in 4 out of 5 daily check-ins with the SET.
By [date], [student] will take turns during a structured board game with 2 peers for a 10-minute session, 3 times per week, as recorded by the SNA.
Language & Communication
By [date], [student] will use a visual sentence starter to answer a question in class on 4 out of 5 occasions during whole-class discussion.
By [date], [student] will use a social script to greet a peer appropriately at the start of the school day on 4 out of 5 days, as observed by the class teacher.
Sensory
By [date], [student] will independently use a sensory break card to request a movement break before becoming dysregulated, on 3 out of 5 occasions during a school week.
By [date], [student] will tolerate whole-school assembly for 15 minutes using noise-cancelling headphones and a fidget tool, on 4 out of 5 assemblies.
Behaviour
By [date], [student] will follow a visual schedule to transition between 3 activities without verbal prompting in 4 out of 5 transitions, as recorded by the class teacher.
Attention & Concentration
By [date], [student] will remain on task during independent work for 10 consecutive minutes using a visual timer, on 4 out of 5 occasions, as observed by the SET.
By [date], [student] will follow a 2-step instruction given with visual support within 10 seconds on 4 out of 5 occasions during group work.
Self-Care & Independence
By [date], [student] will independently pack their school bag using a visual checklist at the end of the day on 4 out of 5 days.
By [date], [student] will independently line up with their class using a visual cue card on 4 out of 5 occasions without adult prompting.
Common Strengths
- Strong visual learning ability
- Attention to detail and pattern recognition
- Excellent long-term memory for facts and figures
- Ability to focus deeply on areas of interest
- Honest and rule-following nature
- Consistent routines and reliable attendance
Common Needs
- Support with social interaction and understanding social cues
- Help with flexible thinking and managing transitions
- Sensory regulation strategies for the classroom environment
- Explicit teaching of communication skills
- Structured routines and visual supports
- Support with emotional regulation and anxiety management
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections of the Student Support File.
Strengths Phrasing
- “[Student] has a strong visual memory and can recall details from stories read aloud.”
- “[Student] shows a keen interest in [topic] and can share detailed knowledge with peers.”
- “[Student] is kind, honest, and follows classroom rules consistently.”
- “[Student] has excellent attendance and responds well to structured routines.”
Needs Phrasing
- “[Student] needs support to initiate and maintain reciprocal conversations with peers.”
- “[Student] requires explicit teaching of social cues such as body language and tone of voice.”
- “[Student] benefits from advance warning and visual supports when transitioning between activities.”
- “[Student] needs a sensory-friendly environment to maintain focus during learning activities.”
Frequently Asked Questions
What are SMART targets for autism in Irish primary schools?
How do I write a Student Support File for a child with autism?
What NEPS need areas are most relevant to autism?
What support level does a child with autism need on the Continuum?
Where can I find official Irish guidelines for supporting students with autism?
Official Irish References
Essential Guides
Related Conditions
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