Shave with a safety razor and shaving cream
When to use this goal
For older students who already shave with an electric razor or want to shave legs, underarms, or face with a safety razor, with family agreement. Present levels in steady hand control and in judging pressure decide fit; the student and family choose the area to shave.
- 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. Start baseline on the practice balloon to check pressure and angle before any real shaving.
- Tips
- Teach only with written family consent and according to district policy. The balloon method shows pressure safely: a popped balloon means too much pressure. Disposable razors with a pivot head and a lubricating strip are easiest.
- Limits
- Students with seizures, bleeding risk, or poor hand control should stay with electric razors. Data at home rely on family report.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-051.
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Goal
By the annual IEP review date, during a shower or at the sink at home, with a safety razor and shaving cream, as reported by the family, the student will shave the chosen area with a safety razor and shaving cream and rinse the razor, performing at least 8 of 9 steps independently, on 4 of 5 consecutive reported shaves, as measured by a task-analysis checklist collected at each shave, reported weekly.
Baseline: 2 of 9 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 9 steps independently.
- Annual goal404 characters
- By the annual IEP review date, during a shower or at the sink at home, with a safety razor and shaving cream, as reported by the family, the student will shave the chosen area with a safety razor and shaving cream and rinse the razor, performing at least 8 of 9 steps independently, on 4 of 5 consecutive reported shaves, as measured by a task-analysis checklist collected at each shave, reported weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a shower or at the sink at home, with a safety razor and shaving cream, as reported by the family
- Behavior
- The student will shave the chosen area with a safety razor and shaving cream and rinse the razor
- Criteria
- Performing at least 8 of 9 steps independently, on 4 of 5 consecutive reported shaves
- Evaluation method
- A task-analysis checklist
- Schedule
- At each shave, reported weekly
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 8 of 9 steps independently
- Mastery rule:
- on 4 of 5 consecutive reported shaves
- Collection schedule:
- at each shave, reported weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a shower or at the sink at home, with a safety razor and shaving cream, as reported by the family, the student will shave the chosen area with a safety razor and shaving cream and rinse the razor, performing at least 8 of 9 steps independently, on 4 of 5 consecutive reported shaves, as measured by a task-analysis checklist collected at each shave, reported weekly.
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. Wets the area with warm water | ||||||||
| 2. Applies a thin layer of shaving cream or gel | ||||||||
| 3. Holds the razor at a low angle with light pressure | ||||||||
| 4. Shaves in short strokes in the planned direction | ||||||||
| 5. Rinses the razor under the water every few strokes | ||||||||
| 6. Checks the area by sight or touch for missed spots | ||||||||
| 7. Rinses the area and pats it dry | ||||||||
| 8. Puts the cap on the razor and stores it out of reach of others | ||||||||
| 9. Applies lotion or aftershave if part of the routine | ||||||||
| 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: 8 of 9).
- 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.