Flip a jacket on from the floor
When to use this goal
For young students who cannot yet reach behind themselves to find the second sleeve. The flip method lets a child put on a coat without reaching back, so it suits early dressers. 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. Record which steps break down: laying it out the right way is the step many young children miss.
- Tips
- Use the flip method in the coat area where there is floor space. Move to the arm-at-a-time method later if the family prefers it. Fastening the jacket is a separate goal.
- Limits
- Does not cover zipping or snapping. Students with limited shoulder movement may need a different method chosen with the OT.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dr-006.
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Goal
By the annual IEP review date, when getting ready for outdoor play, the student will lay the jacket on the floor, put both arms in the sleeves, and flip it over their head, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily before outdoor play.
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 goal333 characters
- By the annual IEP review date, when getting ready for outdoor play, the student will lay the jacket on the floor, put both arms in the sleeves, and flip it over their head, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily before outdoor play.
- Timeframe
- By the annual IEP review date
- Condition
- When getting ready for outdoor play
- Behavior
- The student will lay the jacket on the floor, put both arms in the sleeves, and flip it over their head
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily before outdoor play
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 consecutive school days
- Collection schedule:
- daily before outdoor play
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when getting ready for outdoor play, the student will lay the jacket on the floor, put both arms in the sleeves, and flip it over their head, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily before outdoor play.
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. Lays the jacket flat on the floor with the lining up | ||||||||
| 2. Stands at the hood end | ||||||||
| 3. Puts both hands into the sleeves | ||||||||
| 4. Lifts the jacket and flips it over the head | ||||||||
| 5. Lets the jacket drop behind and pushes the hands out of the cuffs | ||||||||
| 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.