Slide-board transfer to a classroom chair
When to use this goal
For wheelchair users who cannot stand to transfer but have the arm strength to use a transfer board, and who would gain from sitting in a lab stool, a classroom chair or a vehicle seat. The PT's assessment decides fit.
- Baseline
- Score each step at three transfers, recording the assist level. Note heights of the two seats; transfers downhill are easier, so start there and match the chair height when possible.
- Tips
- Sitting in a regular chair at a lab table or in a vehicle seat for a trip can be the difference between joining an activity and watching it. Teach the student to direct helpers through the steps, a skill they will use with any future caregiver.
- Limits
- Not for students with skin, pressure or shoulder concerns until the medical team agrees. The goal does not cover the student's choice of when to transfer, which belongs to them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-016.
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Goal
By the annual IEP review date, when moving from the wheelchair to a classroom chair or lab stool for a class activity, the student will move from the wheelchair to the other seat and back using the transfer board with one adult standing by and no hands-on help, performing at least 6 of 7 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 7 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
- 2 of 7 steps independently.
- Annual goal402 characters
- By the annual IEP review date, when moving from the wheelchair to a classroom chair or lab stool for a class activity, the student will move from the wheelchair to the other seat and back using the transfer board with one adult standing by and no hands-on help, performing at least 6 of 7 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When moving from the wheelchair to a classroom chair or lab stool for a class activity
- Behavior
- The student will move from the wheelchair to the other seat and back using the transfer board with one adult standing by and no hands-on help
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
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 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when moving from the wheelchair to a classroom chair or lab stool for a class activity, the student will move from the wheelchair to the other seat and back using the transfer board with one adult standing by and no hands-on help, performing at least 6 of 7 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected twice weekly.
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 close to the other seat at a slight angle | ||||||||
| 2. Lock both brakes and remove the armrest on the transfer side | ||||||||
| 3. Place the transfer board under the thigh | ||||||||
| 4. Slide across in small lifts with hands on the board and seat | ||||||||
| 5. Settle on the new seat and remove the board | ||||||||
| 6. Reverse the steps to return to the wheelchair | ||||||||
| 7. Replace the armrest and unlock the brakes | ||||||||
| 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: 6 of 7).
- 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.