Respond to a minor injury by telling an adult and getting first aid
When to use this goal
For students who hide a scraped knee or a cut, keep working with a bleeding finger, or panic over a small injury. Base the choice on present levels in reporting and in tolerating first-aid steps; the nurse's guidance sets what the student may do alone.
- Baseline
- Observe the routine on at least 3 occasions before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Use role-plays for baseline; real injuries are unplanned and should be recorded when they happen. Note whether the student reported at all, which is the step that matters most.
- Tips
- Coordinate with the school nurse on what the student may do independently (washing, applying an adhesive bandage) and what always goes to the nurse. Keep role-plays calm; the goal is reporting, not medical skill. Mark real events separately on the sheet.
- Limits
- Serious injuries are never practiced and always go to the nurse; this template covers minor scrapes and cuts only. Students with bleeding disorders or other medical needs follow their health plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-022.
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Goal
By the annual IEP review date, during a planned role-play with a pretend minor injury (a scrape or small cut shown on a card or with stage makeup), the student will complete the minor-injury response routine, performing all 5 steps independently, on 3 consecutive role-plays or real events, as measured by a task-analysis checklist collected one role-play every two weeks, plus any real event.
Baseline: 1 of 5 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Community & Safety Skills.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 1 of 5 steps independently.
- Annual goal393 characters
- By the annual IEP review date, during a planned role-play with a pretend minor injury (a scrape or small cut shown on a card or with stage makeup), the student will complete the minor-injury response routine, performing all 5 steps independently, on 3 consecutive role-plays or real events, as measured by a task-analysis checklist collected one role-play every two weeks, plus any real event.
- Timeframe
- By the annual IEP review date
- Condition
- During a planned role-play with a pretend minor injury (a scrape or small cut shown on a card or with stage makeup)
- Behavior
- The student will complete the minor-injury response routine
- Criteria
- Performing all 5 steps independently, on 3 consecutive role-plays or real events
- Evaluation method
- A task-analysis checklist
- Schedule
- One role-play every two weeks, plus any real event
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 5 steps independently
- Mastery rule:
- on 3 consecutive role-plays or real events
- Collection schedule:
- one role-play every two weeks, plus any real event
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a planned role-play with a pretend minor injury (a scrape or small cut shown on a card or with stage makeup), the student will complete the minor-injury response routine, performing all 5 steps independently, on 3 consecutive role-plays or real events, as measured by a task-analysis checklist collected one role-play every two weeks, plus any real event.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Stops the activity | ||||||||
| 2. Tells an adult what happened and where it hurts | ||||||||
| 3. Washes the area with soap and water or lets the adult clean it | ||||||||
| 4. Applies or accepts a bandage | ||||||||
| 5. Tells the adult if it still hurts or bleeds, or goes to the nurse when told | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.