Take off a pullover shirt over the head
When to use this goal
For young students who can push their arms out of sleeves but get stuck when the shirt reaches their head. Taking a shirt off usually comes before putting one on, so this often starts a pullover sequence. Present levels and the OT's observation of the routine, not grade or age, decide whether this template fits.
- Baseline
- Watch the routine on at least 3 typical days before setting a target, using the clothes the student actually wears. Mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done, and count only independent steps. Note how the student reacts when fabric covers their face; some students need a wide neck or a short count before that step.
- Tips
- Start with a loose shirt one size up. Count out loud for the moment the face is covered so the student knows when it ends. If the student dislikes the feeling, try the arms-first method instead of the crossed-arm method.
- Limits
- Covers taking a shirt off, not putting one on (see the daily-living pullover template). Strong sensory dislike of fabric over the face may need an OT plan first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dr-004.
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Goal
By the annual IEP review date, when changing out of a paint-covered or wet shirt, the student will cross their arms, grab the bottom edge of the shirt, and pull it up and over their head, performing at least 4 of 5 steps independently, on 4 of 5 observed practice days, as measured by a task-analysis checklist collected twice weekly at practice and planned changes.
Baseline: 1 of 5 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 Dressing & Clothing Management.
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 - Dressing & Clothing Management
- Baseline
- 1 of 5 steps independently.
- Annual goal366 characters
- By the annual IEP review date, when changing out of a paint-covered or wet shirt, the student will cross their arms, grab the bottom edge of the shirt, and pull it up and over their head, performing at least 4 of 5 steps independently, on 4 of 5 observed practice days, as measured by a task-analysis checklist collected twice weekly at practice and planned changes.
- Timeframe
- By the annual IEP review date
- Condition
- When changing out of a paint-covered or wet shirt
- Behavior
- The student will cross their arms, grab the bottom edge of the shirt, and pull it up and over their head
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 observed practice days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly at practice and planned changes
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 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 observed practice days
- Collection schedule:
- twice weekly at practice and planned changes
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when changing out of a paint-covered or wet shirt, the student will cross their arms, grab the bottom edge of the shirt, and pull it up and over their head, performing at least 4 of 5 steps independently, on 4 of 5 observed practice days, as measured by a task-analysis checklist collected twice weekly at practice and planned changes.
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. Crosses arms and grabs the bottom edge of the shirt | ||||||||
| 2. Pulls the shirt up to the chest | ||||||||
| 3. Pulls the shirt over the head | ||||||||
| 4. Pulls the first arm out of its sleeve | ||||||||
| 5. Pulls the second arm out and puts the shirt in the bag or basket | ||||||||
| 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: 4 of 5).
- 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.