Brush hair in front of a mirror
When to use this goal
For students who arrive with or develop tangled or uneven hair during the day and wait for an adult to fix it, or who are starting a grooming routine as part of growing up. Present levels in arm reach and tolerance of brushing decide fit. The family chooses the brush, comb, or pick and the hair style.
- 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. Ask the family how hair is cared for at home; textured hair may use a pick and product instead of a brush, and that is the routine to teach.
- Tips
- Teach the family's hair care routine, not a generic one. Wide-tooth combs and detangling spray reduce pulling. Keep data private and give feedback away from peers.
- Limits
- Styling such as braids or ties may need adult help regardless; the team can drop that step. Students with strong sensory responses to brushing need an OT plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-038.
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Goal
By the annual IEP review date, at the morning hygiene time at school, with the student's own brush and a mirror, the student will brush or comb all parts of the hair and check the back in the mirror, performing at least 5 of 7 steps independently, on 4 of 5 consecutive observed days, as measured by a task-analysis checklist collected daily at the planned hygiene time.
Baseline: 1 of 7 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 7 steps independently.
- Annual goal370 characters
- By the annual IEP review date, at the morning hygiene time at school, with the student's own brush and a mirror, the student will brush or comb all parts of the hair and check the back in the mirror, performing at least 5 of 7 steps independently, on 4 of 5 consecutive observed days, as measured by a task-analysis checklist collected daily at the planned hygiene time.
- Timeframe
- By the annual IEP review date
- Condition
- At the morning hygiene time at school, with the student's own brush and a mirror
- Behavior
- The student will brush or comb all parts of the hair and check the back in the mirror
- Criteria
- Performing at least 5 of 7 steps independently, on 4 of 5 consecutive observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at the planned hygiene time
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 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive observed days
- Collection schedule:
- daily at the planned hygiene time
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the morning hygiene time at school, with the student's own brush and a mirror, the student will brush or comb all parts of the hair and check the back in the mirror, performing at least 5 of 7 steps independently, on 4 of 5 consecutive observed days, as measured by a task-analysis checklist collected daily at the planned hygiene time.
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. Gets the brush, comb, or pick from the kit | ||||||||
| 2. Brushes or combs the front and top | ||||||||
| 3. Brushes or combs the left and right sides | ||||||||
| 4. Brushes or combs the back | ||||||||
| 5. Checks in the mirror, using a hand mirror for the back | ||||||||
| 6. Puts in a hair tie or product if part of the student's routine | ||||||||
| 7. Cleans hair from the brush and puts it away | ||||||||
| 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 7).
- 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.