Swap a damp wristband for a dry one
When to use this goal
For students who use a wristband, cloth, or bandana for saliva and rely on an adult to notice when it is damp and change it. Written with the OT or SLP and the family. Present levels in getting items from a bag and in fasteners 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. Do the observation privately, and note whether the hard part is noticing dampness, the fastener, or storing the used one.
- Tips
- Use stretch or hook-and-loop wristbands the student can manage. Plan a private spot, and a supply pouch the student is comfortable carrying. Plan this with the OT or SLP and the family.
- Limits
- Covers managing supplies, not saliva itself. Students with limited hand use may need an adult for some steps; score only what they do and keep the rest as adult support.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-072.
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Goal
By the annual IEP review date, when their wristband or cloth is damp during the school day, the student will complete the routine to change to a dry wristband or cloth, 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: 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 goal306 characters
- By the annual IEP review date, when their wristband or cloth is damp during the school day, the student will complete the routine to change to a dry wristband or cloth, 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
- When their wristband or cloth is damp during the school day
- Behavior
- The student will complete the routine to change to a dry wristband or cloth
- 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, when their wristband or cloth is damp during the school day, the student will complete the routine to change to a dry wristband or cloth, 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. Notices or checks that the wristband is damp | ||||||||
| 2. Takes out a dry wristband from their supply pouch | ||||||||
| 3. Takes off the damp wristband | ||||||||
| 4. Puts the damp one in the zip bag in their pouch | ||||||||
| 5. Puts on the dry wristband | ||||||||
| 6. Tells an adult or marks the pouch card when the last dry one is used | ||||||||
| 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.