Scrub under fingernails with a nail brush
When to use this goal
For students whose hands get dirty under the nails after art, gardening, or eating and who wash only the palms. Present levels in handwashing and in holding a small brush decide fit, not grade.
- 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. Note whether the student switches hands without a prompt and whether they check their nails at the end.
- Tips
- Choose a brush with a grip the student can hold; an OT can suggest a built-up handle. Teach at a time when hands really are dirty so the reason is clear. Use the student's own soap if they have skin sensitivities.
- Limits
- Covers cleaning, not trimming (see fn-dl-042). Students with very short or bitten nails may not need this step.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-061.
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Goal
By the annual IEP review date, after an art, garden, or cooking activity at the classroom sink, the student will clean under their fingernails with a nail brush, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 6 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 6 steps independently.
- Annual goal299 characters
- By the annual IEP review date, after an art, garden, or cooking activity at the classroom sink, the student will clean under their fingernails with a nail brush, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After an art, garden, or cooking activity at the classroom sink
- Behavior
- The student will clean under their fingernails with a nail brush
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice 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 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after an art, garden, or cooking activity at the classroom sink, the student will clean under their fingernails with a nail brush, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice 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 hands and the nail brush | ||||||||
| 2. Puts soap on the brush | ||||||||
| 3. Scrubs under the nails of one hand | ||||||||
| 4. Scrubs under the nails of the other hand | ||||||||
| 5. Rinses hands and the brush | ||||||||
| 6. Checks the nails and scrubs again if dirt is left | ||||||||
| 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 6).
- 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.