Explore messy play with tools or gloves
When to use this goal
For young children who leave or get upset at messy play (paint, play dough, sand, shaving cream) and miss art and sensory table time with peers. The goal offers tools and choices, never hand-over-hand touching. Present levels decide fit.
- Baseline
- Time how long the child engages at three messy activities and record which tools or materials they chose. Note any distress and stop the activity if it appears.
- Tips
- Never force touch. Gloves and tools are valid ways to take part, for as long as the child wants them. Wipes in reach let the child clean up the moment they want to.
- Limits
- Duration does not show whether the child is distressed; watch and stop. Some textures will stay hard, and that is acceptable.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-012.
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Goal
By the annual IEP review date, during sensory table or messy play time, with tools (scoops, brushes, spoons), gloves and wipes within reach, the student will remain at the activity and use the material with hands, gloves or a chosen tool, with the option to wipe hands or leave at any time with no adult prompts for at least 5 minutes, on 3 of 4 observed sessions, as measured by duration recording collected twice weekly.
Baseline: 1 minutes.
- 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. Duration fits this behavior.
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 Sensory Processing & Regulation.
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) - Sensory Processing & Regulation
- Baseline
- 1 minutes.
- Annual goal422 characters
- By the annual IEP review date, during sensory table or messy play time, with tools (scoops, brushes, spoons), gloves and wipes within reach, the student will remain at the activity and use the material with hands, gloves or a chosen tool, with the option to wipe hands or leave at any time with no adult prompts for at least 5 minutes, on 3 of 4 observed sessions, as measured by duration recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During sensory table or messy play time, with tools (scoops, brushes, spoons), gloves and wipes within reach
- Behavior
- The student will remain at the activity and use the material with hands, gloves or a chosen tool, with the option to wipe hands or leave at any time with no adult prompts
- Criteria
- For at least 5 minutes, on 3 of 4 observed sessions
- Evaluation method
- Duration recording
- Schedule
- Twice weekly
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:
- for at least 5 minutes
- Mastery rule:
- on 3 of 4 observed sessions
- Collection schedule:
- twice weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during sensory table or messy play time, with tools (scoops, brushes, spoons), gloves and wipes within reach, the student will remain at the activity and use the material with hands, gloves or a chosen tool, with the option to wipe hands or leave at any time with no adult prompts for at least 5 minutes, on 3 of 4 observed sessions, as measured by duration recording collected twice weekly.
| 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 least the target (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.