Ask for the bathroom or for help using words, signs, or pictures
When to use this goal
For children who have accidents or cry rather than letting an adult know they need the bathroom or help, even though they can communicate in some way. Present levels in communication mode and toileting readiness decide the request form.
- Baseline
- Record 5 observed needs over several days (signs of needing the bathroom, a container the child cannot open) and what the child did: requested, cried, grabbed, waited, or had an accident. Planned help situations (a closed snack container) create opportunities.
- Tips
- Any request mode counts. Respond to every request right away so requesting works better than crying. Coordinate with the SLP on the vocabulary and device page. This is a readiness goal; a full toileting routine is fn-dl-007.
- Limits
- Bathroom needs cannot be scheduled; help opportunities are easier to plan. A child who does not yet feel the need to go is not ready for the bathroom part.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-018.
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Goal
By the annual IEP review date, when the child needs the bathroom during the school day, with a picture card or AAC button available, the student will request the bathroom or help using a word, sign, picture card, or device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across observed needs.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Preschool & Kindergarten Readiness.
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 - Preschool & Kindergarten Readiness
- Baseline
- 1 of 5 opportunities.
- Annual goal399 characters
- By the annual IEP review date, when the child needs the bathroom during the school day, with a picture card or AAC button available, the student will request the bathroom or help using a word, sign, picture card, or device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across observed needs.
- Timeframe
- By the annual IEP review date
- Condition
- When the child needs the bathroom during the school day, with a picture card or AAC button available
- Behavior
- The student will request the bathroom or help using a word, sign, picture card, or device independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily across observed needs
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily across observed needs
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the child needs the bathroom during the school day, with a picture card or AAC button available, the student will request the bathroom or help using a word, sign, picture card, or device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across observed needs.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.