Snap a coat closed from bottom to top
When to use this goal
For students who wear coats or vests with snaps and need an adult to close them before going outside. Fits once the student can line up two pieces of fabric with both hands. 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 snap size and stiffness; new snaps are much harder than worn ones.
- Tips
- Practice on the student's own coat rather than a frame so the skill carries over. Pressing on a hard surface such as the chest helps students with less hand strength. Swap stiff snaps for magnetic ones if the family agrees.
- Limits
- Covers snaps only. Students who cannot yet press with thumb and finger may need a fine-motor goal first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dr-010.
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Goal
By the annual IEP review date, when getting ready for outdoor recess wearing a coat with snaps, the student will line up the bottom snap, press it closed, and close each snap moving up, 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 recess.
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 goal348 characters
- By the annual IEP review date, when getting ready for outdoor recess wearing a coat with snaps, the student will line up the bottom snap, press it closed, and close each snap moving up, 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 recess.
- Timeframe
- By the annual IEP review date
- Condition
- When getting ready for outdoor recess wearing a coat with snaps
- Behavior
- The student will line up the bottom snap, press it closed, and close each snap moving up
- 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 recess
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 recess
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when getting ready for outdoor recess wearing a coat with snaps, the student will line up the bottom snap, press it closed, and close each snap moving up, 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 recess.
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. Holds both front edges and lines up the bottom | ||||||||
| 2. Places the bottom snap halves together | ||||||||
| 3. Presses with thumb and finger until it clicks | ||||||||
| 4. Closes each remaining snap moving up | ||||||||
| 5. Runs a hand down the front to check for gaps | ||||||||
| 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.