Button a cardigan from the bottom up
When to use this goal
For students who can button at a frame but button garments unevenly or skip holes when wearing them. Fits once the student can push a medium button through a hole on a frame. 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. Ask the OT for button size and frame results, then confirm on the student's own clothes.
- Tips
- Starting at the bottom makes it easier to see a mismatch. Larger buttons or a button hook are fair supports; agree on them with the family. Practice right before the student needs the garment so the goal stays functional.
- Limits
- Covers garments the student wears. Button practice on a frame without a garment belongs in fine-motor goals. Small shirt buttons may stay hard even when the routine is steady.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dr-007.
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Goal
By the annual IEP review date, when putting on a button-front sweater or shirt for the day, the student will put on the garment, line up the bottom edges, and fasten each button from the bottom up, 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: 2 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 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
- 2 of 6 steps independently.
- Annual goal335 characters
- By the annual IEP review date, when putting on a button-front sweater or shirt for the day, the student will put on the garment, line up the bottom edges, and fasten each button from the bottom up, 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 putting on a button-front sweater or shirt for the day
- Behavior
- The student will put on the garment, line up the bottom edges, and fasten each button from the bottom up
- 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 putting on a button-front sweater or shirt for the day, the student will put on the garment, line up the bottom edges, and fasten each button from the bottom up, 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. Puts the first arm in its sleeve | ||||||||
| 2. Reaches back and puts the second arm in its sleeve | ||||||||
| 3. Lines up the bottom edges of the two front panels | ||||||||
| 4. Fastens the bottom button | ||||||||
| 5. Fastens each remaining button moving up | ||||||||
| 6. Checks in a mirror that the edges match at the bottom | ||||||||
| 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.