Wash and condition hair in the shower
When to use this goal
For students who shower but skip hair washing, use too much or too little shampoo, or leave product in the hair. Present levels from family report decide fit; the family's hair care routine and products define the steps, and textured hair may follow a different schedule.
- Baseline
- Ask the family to mark the checklist on 3 to 5 hair-washing days from what they can check without watching (product amounts used, hair rinsed clean, towel used).
- Tips
- Use pump bottles so the amount is the same each time. The family decides the schedule; some hair types are washed weekly or less. Keep the card plain and adult in style.
- Limits
- Relies on family report. Students who cannot stand safely in the shower need a seated routine and an OT plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-059.
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Goal
By the annual IEP review date, during a shower at home on hair-washing days, as reported by the family, the student will wash and condition the hair and rinse out all product, performing at least 6 of 7 steps independently, on 4 of 5 consecutive reported hair-washing days, as measured by a task-analysis checklist collected on hair-washing days, reported weekly.
Baseline: 2 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
- 2 of 7 steps independently.
- Annual goal363 characters
- By the annual IEP review date, during a shower at home on hair-washing days, as reported by the family, the student will wash and condition the hair and rinse out all product, performing at least 6 of 7 steps independently, on 4 of 5 consecutive reported hair-washing days, as measured by a task-analysis checklist collected on hair-washing days, reported weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a shower at home on hair-washing days, as reported by the family
- Behavior
- The student will wash and condition the hair and rinse out all product
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive reported hair-washing days
- Evaluation method
- A task-analysis checklist
- Schedule
- On hair-washing days, 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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive reported hair-washing days
- Collection schedule:
- on hair-washing days, reported weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a shower at home on hair-washing days, as reported by the family, the student will wash and condition the hair and rinse out all product, performing at least 6 of 7 steps independently, on 4 of 5 consecutive reported hair-washing days, as measured by a task-analysis checklist collected on hair-washing days, 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 all of the hair | ||||||||
| 2. Pours a coin-size amount of shampoo into the palm | ||||||||
| 3. Rubs shampoo into the scalp at the front, sides, and back | ||||||||
| 4. Rinses until no suds remain | ||||||||
| 5. Applies conditioner to the ends of the hair | ||||||||
| 6. Rinses out the conditioner | ||||||||
| 7. Squeezes water out and wraps or towels the hair | ||||||||
| 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: 6 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.