Feed self with a built-up handle spoon
When to use this goal
For children with weak grip, high or low tone or limited wrist movement who cannot hold a standard spoon long enough to eat, and who are now fed by an adult for most of the meal. The OT's choice of utensil and observed meals decide fit.
- Baseline
- Try the OT's utensil choices across three meals and count ten bites with each, noting fatigue later in the meal. Record seating; trunk support often matters more than the spoon.
- Tips
- Self-feeding even part of a meal gives the child control over pace and choice. Plan for the adult to help with the rest once the child tires; mixed feeding is fine. Keep the same utensil and dish across school and home if the family agrees.
- Limits
- Food textures, liquid thickness, positioning for safe swallowing and any swallowing precautions come from the student's feeding or swallowing plan, which this goal never changes. Utensil choice and arm support are OT decisions and may change with growth or tone. The goal counts bites, not total intake.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fd-003.
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Goal
By the annual IEP review date, during lunch, given a built-up or angled-handle spoon, a scoop dish and a non-slip mat, the student will hold the adaptive spoon, scoop and bring the food to the mouth with no adult hands-on help in at least 6 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected twice weekly at lunch.
Baseline: 2 of 10 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 Feeding & Mealtime Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Feeding & Mealtime Skills
- Baseline
- 2 of 10 opportunities.
- Annual goal367 characters
- By the annual IEP review date, during lunch, given a built-up or angled-handle spoon, a scoop dish and a non-slip mat, the student will hold the adaptive spoon, scoop and bring the food to the mouth with no adult hands-on help in at least 6 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected twice weekly at lunch.
- Timeframe
- By the annual IEP review date
- Condition
- During lunch, given a built-up or angled-handle spoon, a scoop dish and a non-slip mat
- Behavior
- The student will hold the adaptive spoon, scoop and bring the food to the mouth with no adult hands-on help
- Criteria
- In at least 6 of 10 opportunities, on 3 of 4 observed meals
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly at lunch
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 6 of 10 opportunities
- Mastery rule:
- on 3 of 4 observed meals
- Collection schedule:
- twice weekly at lunch
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during lunch, given a built-up or angled-handle spoon, a scoop dish and a non-slip mat, the student will hold the adaptive spoon, scoop and bring the food to the mouth with no adult hands-on help in at least 6 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected twice weekly at lunch.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.