Use a tissue and throw it away
When to use this goal
For children who wipe their nose on a sleeve or hand, or need an adult to do it, while classmates manage with a tissue. Base the choice on present levels in self-care and OT input on hand use.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Opportunities come more often in cold season; record the date so a gap in data during warm months is expected.
- Tips
- Keep tissue boxes and a trash can at the child's height in each area. Noticing the running nose is the first step; the adult's cue in the second condition supports that and is faded. Blowing is a later skill than wiping; count wiping as meeting step 2 at first.
- Limits
- Opportunities are unplanned and seasonal; data accumulate unevenly. Children with sensory sensitivity to face touch may need OT input on tissue texture.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-019.
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Goal
By the annual IEP review date, when the child's nose is running during the school day, with a tissue box within reach, the student will complete the tissue routine, performing at least 4 of 5 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected daily when opportunities occur.
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 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 steps independently.
- Annual goal341 characters
- By the annual IEP review date, when the child's nose is running during the school day, with a tissue box within reach, the student will complete the tissue routine, performing at least 4 of 5 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected daily when opportunities occur.
- Timeframe
- By the annual IEP review date
- Condition
- When the child's nose is running during the school day, with a tissue box within reach
- Behavior
- The student will complete the tissue routine
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive observed opportunities
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily when opportunities occur
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 observed opportunities
- Collection schedule:
- daily when opportunities occur
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the child's nose is running during the school day, with a tissue box within reach, the student will complete the tissue routine, performing at least 4 of 5 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected daily when opportunities occur.
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. Gets a tissue from the box | ||||||||
| 2. Wipes or blows the nose | ||||||||
| 3. Throws the tissue in the trash | ||||||||
| 4. Washes hands or uses sanitizer | ||||||||
| 5. Returns to the activity | ||||||||
| 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.