Put on deodorant as part of daily hygiene
When to use this goal
For students entering puberty who need deodorant and need an adult to remind them each time or to apply it. Present levels in arm reach and in following a short routine decide fit. The family chooses the product, and data stay private.
- 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. Do not observe in a way that compromises privacy; a same-gender staff member can check the finished result, or the student can self-report on the checklist.
- Tips
- Explain the why in plain words (sweat and odor) and let the student pick a scent from options the family approves. Roll-on and spray may suit students who find sticks hard to handle. Never correct hygiene in front of peers.
- Limits
- Does not measure showering or clean clothes, which are separate goals. Skin sensitivity may require a product change, not more practice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-039.
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Goal
By the annual IEP review date, after changing for PE in the locker room or a private changing area, with deodorant in the PE locker, the student will apply deodorant to both underarms and put it away, performing at least 4 of 5 steps independently, on 4 of 5 consecutive PE days, as measured by a task-analysis checklist collected on PE days, scored privately.
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 goal360 characters
- By the annual IEP review date, after changing for PE in the locker room or a private changing area, with deodorant in the PE locker, the student will apply deodorant to both underarms and put it away, performing at least 4 of 5 steps independently, on 4 of 5 consecutive PE days, as measured by a task-analysis checklist collected on PE days, scored privately.
- Timeframe
- By the annual IEP review date
- Condition
- After changing for PE in the locker room or a private changing area, with deodorant in the PE locker
- Behavior
- The student will apply deodorant to both underarms and put it away
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive PE days
- Evaluation method
- A task-analysis checklist
- Schedule
- On PE days, scored privately
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 PE days
- Collection schedule:
- on PE days, scored privately
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after changing for PE in the locker room or a private changing area, with deodorant in the PE locker, the student will apply deodorant to both underarms and put it away, performing at least 4 of 5 steps independently, on 4 of 5 consecutive PE days, as measured by a task-analysis checklist collected on PE days, scored privately.
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 the deodorant from the locker or kit | ||||||||
| 2. Removes the cap and turns the base up if it is a stick | ||||||||
| 3. Applies two or three strokes to the left underarm | ||||||||
| 4. Applies two or three strokes to the right underarm | ||||||||
| 5. Replaces the cap and puts the deodorant 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 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.