Pick up and place small items with a pincer grasp
When to use this goal
For students who rake small items into the palm, use the whole hand to pick up a single counter, or drop items when placing them in a small opening. Base the choice on observation of how the student handles counters, pegs, and puzzle pieces.
- Baseline
- Time two 1-minute trials and count only items picked up with the thumb and index finger (fingertip to fingertip) and placed. Items picked up with a raking motion or with three or more fingers do not count. Note the item size; move to smaller items only after the larger ones are steady.
- Tips
- Math manipulatives, bingo chips, and art materials (sequins, pom-poms) all give natural practice. Use the same materials for data so the count stays comparable, and note on the sheet when the activity changed.
- Limits
- A 1-minute count favors speed over control; some students rush and drop items. Count only placed items, not attempts. Does not measure strength; a student with a good pincer grasp may still be unable to squeeze a clothespin.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-013.
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Goal
By the annual IEP review date, given 20 small items (pegs, counters, or dried beans) and a container with a 1-inch opening, during a 1-minute timing, the student will pick up an item with the thumb and index finger and place it in the container independently at least 15 times per 1-minute timing, in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during a fine motor center or OT session.
Baseline: 6 times per 1-minute timing.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 Fine Motor 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) - Fine Motor Skills
- Baseline
- 6 times per 1-minute timing.
- Annual goal429 characters
- By the annual IEP review date, given 20 small items (pegs, counters, or dried beans) and a container with a 1-inch opening, during a 1-minute timing, the student will pick up an item with the thumb and index finger and place it in the container independently at least 15 times per 1-minute timing, in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during a fine motor center or OT session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 small items (pegs, counters, or dried beans) and a container with a 1-inch opening, during a 1-minute timing
- Behavior
- The student will pick up an item with the thumb and index finger and place it in the container independently
- Criteria
- At least 15 times per 1-minute timing, in 3 of 4 consecutive weekly timings
- Evaluation method
- Frequency recording
- Schedule
- Weekly during a fine motor center or OT session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 15 times per 1-minute timing
- Mastery rule:
- in 3 of 4 consecutive weekly timings
- Collection schedule:
- weekly during a fine motor center or OT session
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, given 20 small items (pegs, counters, or dried beans) and a container with a 1-inch opening, during a 1-minute timing, the student will pick up an item with the thumb and index finger and place it in the container independently at least 15 times per 1-minute timing, in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during a fine motor center or OT session.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 1-minute timing.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.