Change clothes privately after a toileting accident
When to use this goal
For students who have occasional accidents and currently wait for an adult to change them. Base the choice on accident logs and present levels. Changing on their own gives the student privacy and gets them back to class sooner.
- 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. Accidents may be rare, so planned practice runs (clothes worn over clothes, no real accident) supply most of the early data; label them on the sheet.
- Tips
- The family keeps the bag stocked (clothes, wipes, a sealable bag) and the student checks it weekly. Staff never comment on the accident in front of peers. For older students, a backpack pouch that looks like any other pouch protects privacy.
- Limits
- Real accidents are unpredictable; practice runs stand in for most data. Skin care needs or frequent accidents are health questions for the nurse and family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-toi-017.
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Goal
By the annual IEP review date, after a toileting accident at school, with a spare-clothes bag kept in the nurse's office or a private cubby, the student will get their spare-clothes bag, change in a private bathroom, and bag the wet or soiled clothes, performing at least 6 of 7 steps independently, across 3 consecutive accidents or practice runs, as measured by a task-analysis checklist collected after each accident, with a practice run every two weeks.
Baseline: 2 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 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 7 steps independently.
- Annual goal457 characters
- By the annual IEP review date, after a toileting accident at school, with a spare-clothes bag kept in the nurse's office or a private cubby, the student will get their spare-clothes bag, change in a private bathroom, and bag the wet or soiled clothes, performing at least 6 of 7 steps independently, across 3 consecutive accidents or practice runs, as measured by a task-analysis checklist collected after each accident, with a practice run every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After a toileting accident at school, with a spare-clothes bag kept in the nurse's office or a private cubby
- Behavior
- The student will get their spare-clothes bag, change in a private bathroom, and bag the wet or soiled clothes
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive accidents or practice runs
- Evaluation method
- A task-analysis checklist
- Schedule
- After each accident, with a practice run every two weeks
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 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive accidents or practice runs
- Collection schedule:
- after each accident, with a practice run every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after a toileting accident at school, with a spare-clothes bag kept in the nurse's office or a private cubby, the student will get their spare-clothes bag, change in a private bathroom, and bag the wet or soiled clothes, performing at least 6 of 7 steps independently, across 3 consecutive accidents or practice runs, as measured by a task-analysis checklist collected after each accident, with a practice run every two weeks.
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. Tells or signals a staff member and gets the spare-clothes bag | ||||||||
| 2. Goes to a private bathroom and closes the door | ||||||||
| 3. Removes wet or soiled clothing | ||||||||
| 4. Cleans skin with the wipes from the bag | ||||||||
| 5. Puts on the clean clothes | ||||||||
| 6. Seals the used clothing in the plastic bag from the kit | ||||||||
| 7. Washes hands and returns to class with the bag for the backpack | ||||||||
| 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: 6 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.