Transfer to the toilet using grab bars
When to use this goal
For students who use a wheelchair or walker and can do a standing or sliding transfer with grab bars, but currently rely on an adult for most of the transfer. Base the choice on PT and OT assessment. The safe method, the number of staff, and any lift use come from the PT's plan.
- Baseline
- The PT observes 3 or more transfers and marks each step independent, done with standby, done with spoken cues, or done with hands-on help. Safety comes first: any step that needs hands-on help stays that way until the PT changes the plan.
- Tips
- The PT trains every staff member who supports the transfer. Score a step as independent only when no touch was needed. Teach the student to check that a public accessible stall has the grab bar on the side they need before going in.
- Limits
- Transfers carry fall risk; the PT's plan sets the support level and the goal never moves faster than the plan. Not for students who need a mechanical lift; write their routine around the lift with the PT.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-toi-021.
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Goal
By the annual IEP review date, during restroom trips to an accessible stall with grab bars, the student will complete the transfer steps from the wheelchair to the toilet and back using the grab bars, performing all 8 steps independently, across 5 consecutive school days, as measured by a task-analysis checklist collected daily at one restroom trip.
Baseline: 3 of 8 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
- 3 of 8 steps independently.
- Annual goal351 characters
- By the annual IEP review date, during restroom trips to an accessible stall with grab bars, the student will complete the transfer steps from the wheelchair to the toilet and back using the grab bars, performing all 8 steps independently, across 5 consecutive school days, as measured by a task-analysis checklist collected daily at one restroom trip.
- Timeframe
- By the annual IEP review date
- Condition
- During restroom trips to an accessible stall with grab bars
- Behavior
- The student will complete the transfer steps from the wheelchair to the toilet and back using the grab bars
- Criteria
- Performing all 8 steps independently, across 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at one restroom 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 all 8 steps independently
- Mastery rule:
- across 5 consecutive school days
- Collection schedule:
- daily at one restroom trip
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during restroom trips to an accessible stall with grab bars, the student will complete the transfer steps from the wheelchair to the toilet and back using the grab bars, performing all 8 steps independently, across 5 consecutive school days, as measured by a task-analysis checklist collected daily at one restroom 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. Positions the wheelchair at the angle the PT taught | ||||||||
| 2. Locks both brakes | ||||||||
| 3. Moves the footrests out of the way | ||||||||
| 4. Scoots forward and places feet flat | ||||||||
| 5. Holds the grab bar and stands or slides to the toilet | ||||||||
| 6. Lowers onto the seat with control | ||||||||
| 7. After toileting, holds the grab bar and returns to the chair | ||||||||
| 8. Unlocks the brakes and moves out of the stall | ||||||||
| 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: 8 of 8).
- 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.