Cut food with a knife and fork
When to use this goal
For students who eat with a spoon or fork but need an adult to cut food into pieces, which is noticeable in the cafeteria and at restaurants. Present levels in two-hand use and the OT's input decide fit; an adapted knife (rocker or loop handle) is a valid tool.
- 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 the food; soft foods such as pancakes are easier than meat. Plan a cutting opportunity if lunch rarely includes one.
- Tips
- A rocker knife works one-handed and suits students with limited use of one hand. Practice with play dough or soft bread before real meals if needed. Restaurants are a good generalization setting for older students.
- Limits
- Sharp knives are a separate kitchen safety skill (fn-cs). Students with feeding plans that require pre-cut food follow those plans.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-033.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during lunch with a food that needs cutting (pancake, chicken, pizza), using a plastic knife and fork, the student will hold the food with the fork and cut it into bite-size pieces with the knife, performing at least 5 of 6 steps independently, on 4 of 5 observed meals, as measured by a task-analysis checklist collected at meals with a food that needs cutting, at least twice 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 goal418 characters
- By the annual IEP review date, during lunch with a food that needs cutting (pancake, chicken, pizza), using a plastic knife and fork, the student will hold the food with the fork and cut it into bite-size pieces with the knife, performing at least 5 of 6 steps independently, on 4 of 5 observed meals, as measured by a task-analysis checklist collected at meals with a food that needs cutting, at least twice per week.
- Timeframe
- By the annual IEP review date
- Condition
- During lunch with a food that needs cutting (pancake, chicken, pizza), using a plastic knife and fork
- Behavior
- The student will hold the food with the fork and cut it into bite-size pieces with the knife
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 observed meals
- Evaluation method
- A task-analysis checklist
- Schedule
- At meals with a food that needs cutting, at least twice 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 observed meals
- Collection schedule:
- at meals with a food that needs cutting, at least twice per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during lunch with a food that needs cutting (pancake, chicken, pizza), using a plastic knife and fork, the student will hold the food with the fork and cut it into bite-size pieces with the knife, performing at least 5 of 6 steps independently, on 4 of 5 observed meals, as measured by a task-analysis checklist collected at meals with a food that needs cutting, at least twice 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. Holds the fork in the non-dominant hand with the tines down | ||||||||
| 2. Holds the knife in the dominant hand with the index finger on top | ||||||||
| 3. Pierces the food with the fork to hold it in place | ||||||||
| 4. Cuts with a back-and-forth motion next to the fork | ||||||||
| 5. Separates a bite-size piece | ||||||||
| 6. Repeats until the portion is cut or cuts one piece at a time while eating | ||||||||
| 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.