Take off a coat and hang it up
When to use this goal
For preschoolers who stand at the hooks with the coat on until an adult unzips it, pulls it off, and hangs it. Fit depends on present levels in arm and hand use and on the OT's view of fasteners, not age. Taking clothing off usually comes before putting it on, so this is often the first dressing goal.
- 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 the fastener on the student's coat; a stiff zipper can account for the whole first step. Ask the family which coat is worn most days.
- Tips
- Sew a large loop in the collar if the coat has none, and set the hook at the student's shoulder height. Teach the steps in the same order at home and school. Backward chaining (the adult does the first steps, the student finishes and hangs it up) works well here.
- Limits
- Weather limits practice in warm months; use a sweatshirt or smock for practice then. Does not include putting the coat on, which fn-dl-002 covers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-021.
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Goal
By the annual IEP review date, at arrival, standing at the student's labeled hook with the coat zipped or snapped, the student will take off the coat and hang it on the labeled hook, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
Baseline: 1 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 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
- 1 of 6 steps independently.
- Annual goal334 characters
- By the annual IEP review date, at arrival, standing at the student's labeled hook with the coat zipped or snapped, the student will take off the coat and hang it on the labeled hook, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
- Timeframe
- By the annual IEP review date
- Condition
- At arrival, standing at the student's labeled hook with the coat zipped or snapped
- Behavior
- The student will take off the coat and hang it on the labeled hook
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at arrival
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at arrival
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at arrival, standing at the student's labeled hook with the coat zipped or snapped, the student will take off the coat and hang it on the labeled hook, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
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. Opens the zipper, snaps, or hook-and-loop closure | ||||||||
| 2. Pulls the coat off one shoulder | ||||||||
| 3. Pulls the first arm out of the sleeve | ||||||||
| 4. Pulls the second arm out | ||||||||
| 5. Hangs the coat on the hook by the loop or hood | ||||||||
| 6. Puts hat or mittens in the bin or pocket | ||||||||
| 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 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.