Place ten pegs in a pegboard
When to use this goal
For young children who pick up small objects with the whole hand or a raking motion and drop them on the way to a target. Fits children who can sit at a table activity for a few minutes; observed grasp and release, not age, decide fit.
- Baseline
- Time three trials of 10 pegs and note the grasp used for each peg (fingertip pinch, finger pad, raking, whole hand) and any drops. Speed only counts when the grasp is a pinch; if most pegs are raked, start with larger pegs and a grasp target rather than a time.
- Tips
- Pegs, golf tees in foam, and coins into a bank all build the same pinch and controlled release. Keep the peg size and board the same for timed probes. A tray with raised edges keeps pegs from rolling away, which saves time unrelated to the grasp.
- Limits
- Measures speed and grasp in a structured task; it does not show whether the child uses a pinch during snack, dressing or art. Pegs are a choking hazard for some young children; supervise and choose sizes that follow program safety rules.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-058.
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Goal
By the annual IEP review date, given a pegboard and 10 small pegs in a shallow tray, the student will pick up each peg with the thumb and index fingertip and place it upright in a hole independently within 1.5 minutes, on 3 of 4 consecutive weekly probes, as measured by duration recording collected weekly in OT or at the fine motor table.
Baseline: 3 minutes.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Duration measures how long something lasts. The behavior should describe an ongoing activity.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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
- 3 minutes.
- Annual goal340 characters
- By the annual IEP review date, given a pegboard and 10 small pegs in a shallow tray, the student will pick up each peg with the thumb and index fingertip and place it upright in a hole independently within 1.5 minutes, on 3 of 4 consecutive weekly probes, as measured by duration recording collected weekly in OT or at the fine motor table.
- Timeframe
- By the annual IEP review date
- Condition
- Given a pegboard and 10 small pegs in a shallow tray
- Behavior
- The student will pick up each peg with the thumb and index fingertip and place it upright in a hole independently
- Criteria
- Within 1.5 minutes, on 3 of 4 consecutive weekly probes
- Evaluation method
- Duration recording
- Schedule
- Weekly in OT or at the fine motor table
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- within 1.5 minutes
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly in OT or at the fine motor table
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, given a pegboard and 10 small pegs in a shallow tray, the student will pick up each peg with the thumb and index fingertip and place it upright in a hole independently within 1.5 minutes, on 3 of 4 consecutive weekly probes, as measured by duration recording collected weekly in OT or at the fine motor table.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at or below the target (1.5 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.