Shave underarms or legs with an electric shaver
When to use this goal
For students who, with their family, have chosen to shave underarms or legs and who are starting with an electric shaver. Present levels in holding a small appliance and in body awareness decide fit, not grade. Shaving is always the student's and family's choice.
- Baseline
- Ask the family to mark a simple checklist on 3 shaving days. Count only steps done without help. Note whether the hard step is reaching an area, knowing when it is done, or cleaning the shaver.
- Tips
- Teach at home with the family whenever possible; school practice, if any, is private and agreed on with the family. An OT can help with grip and reach. Use the student's own shaver and the words the family uses.
- Limits
- School staff may see little or none of this routine, so data depends on the family. Students with skin conditions or bleeding risks need the family's and health care provider's advice first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-063.
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Goal
By the annual IEP review date, during the evening routine at home, as reported by the family on a checklist, the student will shave their underarms or legs with an electric shaver following the routine steps, performing all 7 steps independently, on 4 of 5 recorded routines, as measured by a task-analysis checklist collected weekly, from the family's checklist.
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 the evening routine at home, as reported by the family on a checklist, the student will shave their underarms or legs with an electric shaver following the routine steps, performing all 7 steps independently, on 4 of 5 recorded routines, as measured by a task-analysis checklist collected weekly, from the family's checklist.
- Timeframe
- By the annual IEP review date
- Condition
- During the evening routine at home, as reported by the family on a checklist
- Behavior
- The student will shave their underarms or legs with an electric shaver following the routine steps
- Criteria
- Performing all 7 steps independently, on 4 of 5 recorded routines
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly, from the family's checklist
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 all 7 steps independently
- Mastery rule:
- on 4 of 5 recorded routines
- Collection schedule:
- weekly, from the family's checklist
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the evening routine at home, as reported by the family on a checklist, the student will shave their underarms or legs with an electric shaver following the routine steps, performing all 7 steps independently, on 4 of 5 recorded routines, as measured by a task-analysis checklist collected weekly, from the family's checklist.
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. Gets the shaver and checks that it is charged | ||||||||
| 2. Makes sure the skin is dry | ||||||||
| 3. Turns on the shaver | ||||||||
| 4. Moves the shaver against the direction of hair growth over the first area | ||||||||
| 5. Shaves the next area | ||||||||
| 6. Checks by touch or in the mirror for missed spots | ||||||||
| 7. Turns off, cleans, and puts away the shaver | ||||||||
| 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 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.