Floss teeth with a floss pick
When to use this goal
For students who brush teeth on their own (fn-dl-008) and whose dentist or family has asked for flossing. Present levels in hand control and tolerance of the mouth routine decide fit. Floss picks or holders are easier than string floss.
- 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. At home, the family scores what they can see from the doorway or by asking the student.
- Tips
- Teach in sections so the student knows when they are done. A dental hygienist's instructions override the steps here. Some bleeding at first is common; the family should check with the dentist if it continues.
- Limits
- Step counts do not show how clean the teeth are. Students with braces need different tools.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-056.
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Goal
By the annual IEP review date, after brushing at the sink at home, with floss picks in the bathroom, as reported by the family, the student will floss between each tooth on the top and bottom with a floss pick, performing at least 5 of 7 steps independently, on 4 of 5 consecutive reported days, as measured by a task-analysis checklist collected daily, reported weekly.
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, after brushing at the sink at home, with floss picks in the bathroom, as reported by the family, the student will floss between each tooth on the top and bottom with a floss pick, performing at least 5 of 7 steps independently, on 4 of 5 consecutive reported days, as measured by a task-analysis checklist collected daily, reported weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After brushing at the sink at home, with floss picks in the bathroom, as reported by the family
- Behavior
- The student will floss between each tooth on the top and bottom with a floss pick
- Criteria
- Performing at least 5 of 7 steps independently, on 4 of 5 consecutive reported days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, 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 5 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive reported days
- Collection schedule:
- daily, reported weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after brushing at the sink at home, with floss picks in the bathroom, as reported by the family, the student will floss between each tooth on the top and bottom with a floss pick, performing at least 5 of 7 steps independently, on 4 of 5 consecutive reported days, as measured by a task-analysis checklist collected daily, 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. Takes one floss pick | ||||||||
| 2. Flosses between the top back teeth on one side | ||||||||
| 3. Flosses between the top front teeth and the other side | ||||||||
| 4. Flosses between the bottom teeth on one side | ||||||||
| 5. Flosses between the bottom front teeth and the other side | ||||||||
| 6. Rinses the mouth | ||||||||
| 7. Throws the pick in the trash | ||||||||
| 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.