Transfer to the toilet using a grab bar
When to use this goal
For wheelchair users who bear some weight and can use a grab bar but currently need one or two adults to lift them onto the toilet. The PT's transfer method and a task analysis of the real restroom decide fit; grade does not.
- Baseline
- Score each step at three restroom times with the staff who usually help, marking the assist level for each step. Check the stall layout (grab bar side, space for the chair) against the PT's method before setting a target.
- Tips
- A transfer with standby help means one adult instead of two and more privacy, which matters more as students get older. Every staff member who helps needs the PT's training. Pair with a toileting goal for clothing and hygiene steps.
- Limits
- Safe lifting rules and the student's health plan come first; a nurse or PT decides when the assist level changes. The goal does not cover clothing management or hygiene. A stall that does not fit the method is a facility problem.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-015.
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Goal
By the annual IEP review date, when using the accessible stall in the school restroom during a scheduled restroom time, the student will move from the wheelchair to the toilet and back following the transfer steps with one adult standing by within arm's reach and no hands-on help, performing at least 7 of 8 steps independently, on 4 of 5 observed restroom times, as measured by a task-analysis checklist collected daily at scheduled restroom times.
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 Functional Mobility.
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) - Functional Mobility
- Baseline
- 3 of 8 steps independently.
- Annual goal450 characters
- By the annual IEP review date, when using the accessible stall in the school restroom during a scheduled restroom time, the student will move from the wheelchair to the toilet and back following the transfer steps with one adult standing by within arm's reach and no hands-on help, performing at least 7 of 8 steps independently, on 4 of 5 observed restroom times, as measured by a task-analysis checklist collected daily at scheduled restroom times.
- Timeframe
- By the annual IEP review date
- Condition
- When using the accessible stall in the school restroom during a scheduled restroom time
- Behavior
- The student will move from the wheelchair to the toilet and back following the transfer steps with one adult standing by within arm's reach and no hands-on help
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 observed restroom times
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at scheduled restroom times
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 at least 7 of 8 steps independently
- Mastery rule:
- on 4 of 5 observed restroom times
- Collection schedule:
- daily at scheduled restroom times
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when using the accessible stall in the school restroom during a scheduled restroom time, the student will move from the wheelchair to the toilet and back following the transfer steps with one adult standing by within arm's reach and no hands-on help, performing at least 7 of 8 steps independently, on 4 of 5 observed restroom times, as measured by a task-analysis checklist collected daily at scheduled restroom times.
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. Position the wheelchair at the angle the PT set beside the toilet | ||||||||
| 2. Lock both brakes | ||||||||
| 3. Move the footrests aside and place feet flat | ||||||||
| 4. Scoot to the front of the seat | ||||||||
| 5. Hold the grab bar and stand or lift | ||||||||
| 6. Pivot and lower onto the toilet | ||||||||
| 7. Reverse the steps to return to the wheelchair | ||||||||
| 8. Unlock the brakes once seated | ||||||||
| 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: 7 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.