Blow the nose and throw the tissue away
When to use this goal
For young students who wipe their nose on a sleeve or hand, or who sniff and do not yet know how to blow. Present levels in breathing out through the nose on purpose decide fit, not age. An OT or SLP can help teach the out-breath through the nose.
- 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. The blowing step is often the hardest; note whether the student blows out through the mouth instead.
- Tips
- Keep the tissue box and trash can at the student's height. Practice blowing games when the nose is clear so the out-breath is easy. Praise the routine, not the sniffle.
- Limits
- Runny noses come and go, so real opportunities vary with the season. Students with chronic congestion may need advice from the nurse or family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-067.
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Goal
By the annual IEP review date, when their nose is running during class or play, the student will complete the nose-blowing routine at the tissue station, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily during practice, recorded twice weekly.
Baseline: 1 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
- 1 of 6 steps independently.
- Annual goal323 characters
- By the annual IEP review date, when their nose is running during class or play, the student will complete the nose-blowing routine at the tissue station, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily during practice, recorded twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When their nose is running during class or play
- Behavior
- The student will complete the nose-blowing routine at the tissue station
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during practice, recorded 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:
- daily during practice, recorded twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when their nose is running during class or play, the student will complete the nose-blowing routine at the tissue station, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily during practice, recorded 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. Takes a tissue from the box | ||||||||
| 2. Holds the tissue over the nose | ||||||||
| 3. Closes the mouth and blows out through the nose | ||||||||
| 4. Wipes the nose | ||||||||
| 5. Throws the tissue in the trash | ||||||||
| 6. Washes hands or uses hand sanitizer | ||||||||
| 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.