Change into spare clothes after a spill
When to use this goal
For students who stay in wet or soiled clothing until an adult notices, or who need an adult to manage the whole change. Present levels in dressing and in noticing wet clothing decide fit. This is a dignity skill; the student handles the change as privately as possible.
- Baseline
- Real changes are unpredictable; use 2 or 3 practice runs (changing a shirt over a T-shirt) plus any real events for baseline, scored privately. Record whether a private space was available.
- Tips
- Keep the spare clothes, wipes, and a bag in a discreet backpack-style pouch, not a labeled box. Tell the family when the bag needs restocking. Teach the private signal first; it protects the student's dignity more than any other step.
- Limits
- Students with continence needs require a health or toileting plan; this goal covers only the change. Staff support during changes follows school personal care policies.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-046.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after a spill, a wetting or bowel accident, or a messy activity at school, with a spare-clothes bag in the locker or classroom, the student will get the spare-clothes bag, change in a private restroom, and bag the wet or soiled clothes, performing at least 7 of 8 steps independently, across 3 consecutive opportunities, including practice runs, as measured by a task-analysis checklist collected at each real or practice opportunity.
Baseline: 2 of 8 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
- 2 of 8 steps independently.
- Annual goal465 characters
- By the annual IEP review date, after a spill, a wetting or bowel accident, or a messy activity at school, with a spare-clothes bag in the locker or classroom, the student will get the spare-clothes bag, change in a private restroom, and bag the wet or soiled clothes, performing at least 7 of 8 steps independently, across 3 consecutive opportunities, including practice runs, as measured by a task-analysis checklist collected at each real or practice opportunity.
- Timeframe
- By the annual IEP review date
- Condition
- After a spill, a wetting or bowel accident, or a messy activity at school, with a spare-clothes bag in the locker or classroom
- Behavior
- The student will get the spare-clothes bag, change in a private restroom, and bag the wet or soiled clothes
- Criteria
- Performing at least 7 of 8 steps independently, across 3 consecutive opportunities, including practice runs
- Evaluation method
- A task-analysis checklist
- Schedule
- At each real or practice opportunity
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 7 of 8 steps independently
- Mastery rule:
- across 3 consecutive opportunities, including practice runs
- Collection schedule:
- at each real or practice opportunity
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after a spill, a wetting or bowel accident, or a messy activity at school, with a spare-clothes bag in the locker or classroom, the student will get the spare-clothes bag, change in a private restroom, and bag the wet or soiled clothes, performing at least 7 of 8 steps independently, across 3 consecutive opportunities, including practice runs, as measured by a task-analysis checklist collected at each real or practice opportunity.
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. Tells or signals a staff member privately, or uses a break card | ||||||||
| 2. Gets the spare-clothes bag from its place | ||||||||
| 3. Goes to a private restroom or changing area | ||||||||
| 4. Removes the wet or soiled clothing | ||||||||
| 5. Cleans up with wipes or paper towels if needed | ||||||||
| 6. Puts on the clean clothing | ||||||||
| 7. Seals the wet or soiled clothing in the plastic bag | ||||||||
| 8. Washes hands and returns to the activity | ||||||||
| 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: 7 of 8).
- 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.