Put on a pullover sweatshirt
When to use this goal
For students who can push arms into sleeves once the top is over their head, or who need help with every part. Present levels in balance, arm reach, and the OT's input decide fit; front-back orientation is often the step to teach first.
- 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. A loose, slightly large top is easier; record the size used.
- Tips
- The lay-it-flat method makes front and back consistent. Backward chaining works well: the adult does everything but the final pull-down at first. The same top can be practiced at home with the family's words.
- Limits
- Tight necklines and sensory concerns about clothing over the face can block progress; consult the OT. Does not cover fasteners.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-028.
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Goal
By the annual IEP review date, when getting ready for outdoor play, given the student's own sweatshirt, the student will put on the pullover top with the front facing forward, performing at least 4 of 6 steps independently, on 4 of 5 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 goal330 characters
- By the annual IEP review date, when getting ready for outdoor play, given the student's own sweatshirt, the student will put on the pullover top with the front facing forward, performing at least 4 of 6 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- When getting ready for outdoor play, given the student's own sweatshirt
- Behavior
- The student will put on the pullover top with the front facing forward
- Criteria
- Performing at least 4 of 6 steps independently, on 4 of 5 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 4 of 6 steps independently
- Mastery rule:
- on 4 of 5 observed opportunities
- Collection schedule:
- three times per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when getting ready for outdoor play, given the student's own sweatshirt, the student will put on the pullover top with the front facing forward, performing at least 4 of 6 steps independently, on 4 of 5 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. Lays the top face down with the bottom toward self | ||||||||
| 2. Gathers the back of the top and finds the neck opening | ||||||||
| 3. Pulls the top over the head | ||||||||
| 4. Pushes one arm through a sleeve | ||||||||
| 5. Pushes the other arm through | ||||||||
| 6. Pulls the top down at the front and back | ||||||||
| 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 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.