Use an inhaler with a spacer
When to use this goal
For students with asthma whose inhaler is ordered at school and who need help with each step, so the medicine may not reach the lungs. Base the choice on the asthma action plan and the nurse's check of technique. Students who self-carry under state rules still use this to check technique.
- Baseline
- The nurse watches 3 or more uses, including practice with a trainer device, and marks each step. Steps vary by device; the steps above are for a metered-dose inhaler with a spacer and change to match the student's device.
- Tips
- Use the exact steps from the student's device instructions as the nurse teaches them. Score each step from what can be seen. The student also learns to tell an adult if breathing does not improve, which the action plan covers.
- Limits
- Technique is only part of asthma care; triggers, the action plan, and emergency steps belong to the plan. This goal never replaces the individualized health plan, medication orders, or an emergency action plan; the nurse, the family, and the student's health care provider decide care, and the goal follows their plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hlt-008.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when their asthma action plan calls for the inhaler, with the nurse or trained staff supervising, the student will use their inhaler with the spacer following the steps the nurse taught, performing all 7 steps independently, on 4 consecutive observed uses, as measured by a task-analysis checklist collected at each dose and a monthly technique check.
Baseline: 3 of 7 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 Health & Self-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 - Health & Self-Management
- Baseline
- 3 of 7 steps independently.
- Annual goal382 characters
- By the annual IEP review date, when their asthma action plan calls for the inhaler, with the nurse or trained staff supervising, the student will use their inhaler with the spacer following the steps the nurse taught, performing all 7 steps independently, on 4 consecutive observed uses, as measured by a task-analysis checklist collected at each dose and a monthly technique check.
- Timeframe
- By the annual IEP review date
- Condition
- When their asthma action plan calls for the inhaler, with the nurse or trained staff supervising
- Behavior
- The student will use their inhaler with the spacer following the steps the nurse taught
- Criteria
- Performing all 7 steps independently, on 4 consecutive observed uses
- Evaluation method
- A task-analysis checklist
- Schedule
- At each dose and a monthly technique check
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 all 7 steps independently
- Mastery rule:
- on 4 consecutive observed uses
- Collection schedule:
- at each dose and a monthly technique check
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when their asthma action plan calls for the inhaler, with the nurse or trained staff supervising, the student will use their inhaler with the spacer following the steps the nurse taught, performing all 7 steps independently, on 4 consecutive observed uses, as measured by a task-analysis checklist collected at each dose and a monthly technique check.
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. Shakes the inhaler | ||||||||
| 2. Removes the caps and attaches the inhaler to the spacer | ||||||||
| 3. Breathes out away from the spacer | ||||||||
| 4. Seals lips around the mouthpiece | ||||||||
| 5. Presses the inhaler once and breathes in slowly | ||||||||
| 6. Holds the breath for a count of five to ten, as taught | ||||||||
| 7. Waits the time the nurse set before a second puff, if ordered | ||||||||
| 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: 7 of 7).
- 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.