Follow picture steps for a toileting trip
When to use this goal
For preschool and early primary students who use the toilet when taken but need an adult to prompt every step of the trip. Present levels and the family's description of the home routine, not age, decide fit. A shorter routine than the full school restroom routine (fn-dl-007), written for early childhood bathrooms.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done, and count only independent steps. Score private steps from what can be seen from outside the stall or from the result, unless physical help is already part of the plan. Keep the data sheet in a closed folder or on a coded log, never posted where peers or visitors can see it, and agree with the family on the words used for body parts and the routine.
- Tips
- Use the same pictures and words at home and school, chosen with the family. Teach the last step first if the student is stuck (backward chaining): the adult does the early steps and the student finishes, so each trip ends in success. Elastic-waist clothing makes the clothing steps reachable sooner.
- Limits
- The checklist measures the routine, not whether the student knows when to go; pair with fn-toi-001 or fn-toi-014. Wiping quality cannot be fully seen without intruding; score the wiping step from the student's actions and the result unless physical help is in the plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-toi-005.
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Goal
By the annual IEP review date, during scheduled toileting trips in the classroom bathroom, the student will complete the steps of the toileting trip shown on the picture sequence, performing at least 5 of 6 steps independently, across 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled trip.
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 Toileting.
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 - Toileting
- Baseline
- 2 of 6 steps independently.
- Annual goal341 characters
- By the annual IEP review date, during scheduled toileting trips in the classroom bathroom, the student will complete the steps of the toileting trip shown on the picture sequence, performing at least 5 of 6 steps independently, across 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled trip.
- Timeframe
- By the annual IEP review date
- Condition
- During scheduled toileting trips in the classroom bathroom
- Behavior
- The student will complete the steps of the toileting trip shown on the picture sequence
- Criteria
- Performing at least 5 of 6 steps independently, across 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at one scheduled trip
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:
- across 5 consecutive school days
- Collection schedule:
- daily at one scheduled trip
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during scheduled toileting trips in the classroom bathroom, the student will complete the steps of the toileting trip shown on the picture sequence, performing at least 5 of 6 steps independently, across 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled trip.
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. Walks into the bathroom and closes the door | ||||||||
| 2. Pushes pants and underwear down | ||||||||
| 3. Sits on the toilet (or stands, if that is the family's routine) | ||||||||
| 4. Uses the toilet and wipes with the amount of paper shown on the picture | ||||||||
| 5. Pulls pants and underwear up | ||||||||
| 6. Flushes and washes hands | ||||||||
| 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.