Wipe face and hands after eating
When to use this goal
For young students who leave the table with food on their face and hands and wait for an adult to wipe them. Present levels in self-feeding and tolerance of wet textures decide fit; offer a choice of napkin, cloth, or wipe if one texture is a barrier.
- 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. Record whether a mirror was available; the checking step depends on it.
- Tips
- A small table mirror makes the check step concrete. Some students accept a dry napkin better than a wet wipe; let them choose. The same steps carry to the classroom sink after art.
- Limits
- Does not replace handwashing before meals (fn-dl-001). Students with strong sensory responses to wet textures may need an OT plan before this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-024.
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Goal
By the annual IEP review date, at the end of snack or lunch at the table, with napkins or wipes in reach, the student will wipe the mouth, face, and both hands and throw the napkin or wipe away, performing at least 4 of 5 steps independently, on 4 of 5 consecutive snack days, as measured by a task-analysis checklist collected daily at snack.
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 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 5 steps independently.
- Annual goal343 characters
- By the annual IEP review date, at the end of snack or lunch at the table, with napkins or wipes in reach, the student will wipe the mouth, face, and both hands and throw the napkin or wipe away, performing at least 4 of 5 steps independently, on 4 of 5 consecutive snack days, as measured by a task-analysis checklist collected daily at snack.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of snack or lunch at the table, with napkins or wipes in reach
- Behavior
- The student will wipe the mouth, face, and both hands and throw the napkin or wipe away
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive snack days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at snack
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 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive snack days
- Collection schedule:
- daily at snack
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of snack or lunch at the table, with napkins or wipes in reach, the student will wipe the mouth, face, and both hands and throw the napkin or wipe away, performing at least 4 of 5 steps independently, on 4 of 5 consecutive snack days, as measured by a task-analysis checklist collected daily at snack.
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. Takes a napkin or wipe from the holder | ||||||||
| 2. Wipes around the mouth and chin | ||||||||
| 3. Wipes the palms and backs of both hands | ||||||||
| 4. Checks the face in the mirror or asks a peer and wipes again if needed | ||||||||
| 5. Throws the napkin or wipe in the trash | ||||||||
| 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: 4 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.