Set up the pencil grip before writing
When to use this goal
For young children who use a pencil grip the OT recommended but put their fingers on it in a different spot each time, or pick up the pencil by the wrong end. Fits children who already make marks and letters; the OT's observation of setup, not age, decides fit.
- Baseline
- Watch the setup at the start of four activities and mark each step as done alone or with help. Make sure the grasp picture shows the student's own hand and the grasp the OT and student settled on, whether that is a tripod, quadrupod or another comfortable grasp.
- Tips
- A good setup at the start saves many reminders during writing. Keep the grip if it helps comfort and control; the last condition is for students the OT wants to try without one. Praise the setup, then let the child write without further grasp talk.
- Limits
- Measures the setup, not whether the grasp holds through the task (see the functional grasp template). A grip is a tool, not a problem to fade; some students keep one long term, and that is fine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-061.
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Goal
By the annual IEP review date, at the start of a writing or drawing activity, given a pencil with a pencil grip, the student will pick up the pencil and set up the grasp shown on their grasp picture card before making the first mark, performing all 5 steps independently, on 3 of 4 observed writing activities, as measured by a task-analysis checklist collected twice weekly at the start of writing or drawing.
Baseline: 2 of 5 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 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
- 2 of 5 steps independently.
- Annual goal410 characters
- By the annual IEP review date, at the start of a writing or drawing activity, given a pencil with a pencil grip, the student will pick up the pencil and set up the grasp shown on their grasp picture card before making the first mark, performing all 5 steps independently, on 3 of 4 observed writing activities, as measured by a task-analysis checklist collected twice weekly at the start of writing or drawing.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a writing or drawing activity, given a pencil with a pencil grip
- Behavior
- The student will pick up the pencil and set up the grasp shown on their grasp picture card before making the first mark
- Criteria
- Performing all 5 steps independently, on 3 of 4 observed writing activities
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly at the start of writing or drawing
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 5 steps independently
- Mastery rule:
- on 3 of 4 observed writing activities
- Collection schedule:
- twice weekly at the start of writing or drawing
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a writing or drawing activity, given a pencil with a pencil grip, the student will pick up the pencil and set up the grasp shown on their grasp picture card before making the first mark, performing all 5 steps independently, on 3 of 4 observed writing activities, as measured by a task-analysis checklist collected twice weekly at the start of writing or drawing.
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. Pick up the pencil with the point facing down | ||||||||
| 2. Place the fingertips on the marked spots of the grip (or on the painted part of the pencil) | ||||||||
| 3. Rest the pencil in the web space between thumb and index finger | ||||||||
| 4. Rest the forearm and side of the hand on the table | ||||||||
| 5. Make the first mark with the fingers moving the pencil | ||||||||
| 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: 5 of 5).
- 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.