Brush teeth after lunch following a sequence
When to use this goal
For students in programs that include oral care after lunch and who currently need hand-over-hand help or skip most of the brushing steps. Base the choice on OT input on grip and sensory tolerance and family preferences.
- Baseline
- Observe the routine on at least 3 typical days 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. Note whether the student tolerates the toothpaste flavor and brush texture; sensory refusal looks like a routine problem but is a different barrier.
- Tips
- Follow the school's hygiene and infection-control rules for storing brushes. An electric brush or a brush with a built-up handle can make the brushing steps possible; ask the OT. Share the same picture sequence with the family for home.
- Limits
- Step counts do not show whether teeth are actually clean; a dental professional judges that. Some programs cannot provide a daily toothbrushing time, which limits opportunities.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-008.
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Goal
By the annual IEP review date, after lunch at the classroom sink, with a personal toothbrush and toothpaste, the student will brush teeth following the toothbrushing sequence, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily after lunch.
Baseline: 3 of 8 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 Daily Living 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 - Daily Living Skills
- Baseline
- 3 of 8 steps independently.
- Annual goal328 characters
- By the annual IEP review date, after lunch at the classroom sink, with a personal toothbrush and toothpaste, the student will brush teeth following the toothbrushing sequence, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily after lunch.
- Timeframe
- By the annual IEP review date
- Condition
- After lunch at the classroom sink, with a personal toothbrush and toothpaste
- Behavior
- The student will brush teeth following the toothbrushing sequence
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily after lunch
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 at least 7 of 8 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily after lunch
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after lunch at the classroom sink, with a personal toothbrush and toothpaste, the student will brush teeth following the toothbrushing sequence, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily after lunch.
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 own toothbrush and toothpaste from the labeled container | ||||||||
| 2. Puts a pea-sized amount of toothpaste on the brush | ||||||||
| 3. Wets the brush | ||||||||
| 4. Brushes the outside surfaces of the top and bottom teeth | ||||||||
| 5. Brushes the inside surfaces of the top and bottom teeth | ||||||||
| 6. Brushes the chewing surfaces | ||||||||
| 7. Spits into the sink and rinses the mouth | ||||||||
| 8. Rinses the brush and returns it and the toothpaste to the container | ||||||||
| 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: 7 of 8).
- 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.