Button a shirt or art smock
When to use this goal
For students who wear button clothing or a button smock and need an adult to fasten it. Present levels in pinch grasp and the OT's report decide fit. Large buttons on a smock are easier than small shirt buttons and are a common first step.
- 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 button size in the notes. Score the repeat step only if every remaining button is fastened.
- Tips
- Starting from the bottom button keeps the edges lined up. The OT can suggest a button hook if grasp is the barrier. Families may prefer to send clothing without buttons; respect that and practice on a smock at school.
- Limits
- Small buttons and cuff buttons are much harder; they need their own steps. Does not cover zippers or snaps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-026.
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Goal
By the annual IEP review date, before art or cooking, putting on a smock with four large buttons down the front, the student will fasten each button on the front of the garment, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected three times per week.
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 goal344 characters
- By the annual IEP review date, before art or cooking, putting on a smock with four large buttons down the front, the student will fasten each button on the front of the garment, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- Before art or cooking, putting on a smock with four large buttons down the front
- Behavior
- The student will fasten each button on the front of the garment
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed opportunities
- Evaluation method
- A task-analysis checklist
- Schedule
- Three times per week
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 observed opportunities
- Collection schedule:
- three times per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, before art or cooking, putting on a smock with four large buttons down the front, the student will fasten each button on the front of the garment, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected three times per week.
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. Lines up the two front edges at the bottom | ||||||||
| 2. Holds the buttonhole open with one hand | ||||||||
| 3. Pushes the bottom button halfway through the hole | ||||||||
| 4. Pulls the button through from the other side | ||||||||
| 5. Repeats for each remaining button | ||||||||
| 6. Checks that each button is in the matching hole | ||||||||
| 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.