Handle a nosebleed with pressure and a tissue
When to use this goal
For students who get nosebleeds and panic, tip their head back, or walk around dripping. Present levels in following a short body-care routine decide fit. The nurse or family confirms the steps; students with frequent nosebleeds may have a health plan that changes them.
- 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. Real nosebleeds are unpredictable, so use practice runs with the nurse for most data. Steps 1 to 5 are the critical steps; handwashing is scored but not counted toward mastery.
- Tips
- Teach with the nurse and use the time and steps the nurse gives. Keep tissues where the student can reach them. Score real nosebleeds when they happen and add them to the practice data.
- Limits
- Real events are rare and unpredictable. The goal covers ordinary nosebleeds only; a nosebleed after a blow to the head or one that will not stop follows the nurse's plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-057.
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Goal
By the annual IEP review date, when they get a nosebleed at school, the student will complete the nosebleed routine, performing all 6 steps independently, with all 5 critical steps completed every time, on 3 consecutive practice runs or real nosebleeds, as measured by a task-analysis checklist collected monthly practice with the nurse, and at each real nosebleed.
Baseline: 2 of 6 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
- 2 of 6 steps independently.
- Annual goal365 characters
- By the annual IEP review date, when they get a nosebleed at school, the student will complete the nosebleed routine, performing all 6 steps independently, with all 5 critical steps completed every time, on 3 consecutive practice runs or real nosebleeds, as measured by a task-analysis checklist collected monthly practice with the nurse, and at each real nosebleed.
- Timeframe
- By the annual IEP review date
- Condition
- When they get a nosebleed at school
- Behavior
- The student will complete the nosebleed routine
- Criteria
- Performing all 6 steps independently, with all 5 critical steps completed every time, on 3 consecutive practice runs or real nosebleeds
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly practice with the nurse, and at each real nosebleed
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 6 steps independently
- Mastery rule:
- with all 5 critical steps completed every time, on 3 consecutive practice runs or real nosebleeds
- Collection schedule:
- monthly practice with the nurse, and at each real nosebleed
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they get a nosebleed at school, the student will complete the nosebleed routine, performing all 6 steps independently, with all 5 critical steps completed every time, on 3 consecutive practice runs or real nosebleeds, as measured by a task-analysis checklist collected monthly practice with the nurse, and at each real nosebleed.
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. Gets a tissue or asks for one | ||||||||
| 2. Sits down and leans forward (not back) | ||||||||
| 3. Pinches the soft part of the nose | ||||||||
| 4. Keeps pinching for the time on the card | ||||||||
| 5. Tells an adult or goes to the nurse | ||||||||
| 6. Throws away the tissue and washes hands | ||||||||
| 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: 6 of 6).
- 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.