Get into a van or car seat
When to use this goal
For students 18 to 21 in a transition program who walk short distances with a device and ride in program vans or rideshares, and who need two adults to lift them into the seat. The PT's transfer method decides fit, along with present levels.
- Baseline
- Score the six steps at three vehicle transfers, noting the vehicle and seat height. Higher vans may need a step stool; record it so the data compares like with like.
- Tips
- Getting into vehicles with less help opens up rides with family, friends and transit services as an adult. Practice with the vehicles the student really uses, and include the family's car if possible.
- Limits
- Vehicle and seat heights vary widely; data from one vehicle may not carry over. Program and transport safety rules come first. The goal does not cover wheelchair-accessible vehicles, which need a different routine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-018.
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Goal
By the annual IEP review date, when getting into a program van for a community or work trip, the student will get into the vehicle seat and buckle in following the vehicle transfer steps with one adult standing by and no hands-on help, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on each community trip, at least twice a week.
Baseline: 2 of 6 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 6 steps independently.
- Annual goal399 characters
- By the annual IEP review date, when getting into a program van for a community or work trip, the student will get into the vehicle seat and buckle in following the vehicle transfer steps with one adult standing by and no hands-on help, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on each community trip, at least twice a week.
- Timeframe
- By the annual IEP review date
- Condition
- When getting into a program van for a community or work trip
- Behavior
- The student will get into the vehicle seat and buckle in following the vehicle transfer steps with one adult standing by and no hands-on help
- Criteria
- Performing all 6 steps independently, across 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- On each community trip, at least twice a week
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 6 steps independently
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- on each community trip, at least twice a week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when getting into a program van for a community or work trip, the student will get into the vehicle seat and buckle in following the vehicle transfer steps with one adult standing by and no hands-on help, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on each community trip, at least twice a week.
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. Walk to the open door and turn so the back faces the seat | ||||||||
| 2. Hand the device to staff or park it within reach | ||||||||
| 3. Hold the grab handle or door frame | ||||||||
| 4. Sit down on the edge of the seat | ||||||||
| 5. Lift legs into the vehicle one at a time | ||||||||
| 6. Slide back and buckle the seat belt | ||||||||
| 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 6).
- 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.