Touch moving bubbles or targets with a finger
When to use this goal
For preschool students who lose sight of moving objects or reach where the object was, which shows up in ball play, catching, and following a pointer. Tracking and reaching for a slow target is an early visual-motor skill. Fit depends on a short play trial, not age.
- Baseline
- Offer 10 slow targets at arm's reach and count touches. Note whether misses come from late tracking (reaching behind the target) or reach control, and whether one side is weaker.
- Tips
- Bubbles and balloons are slow and motivating, which makes them good first targets. This skill feeds into catching (mt-gm-011). Students with vision concerns need a vision screening first.
- Limits
- Play-based scoring is less precise than a structured probe; keep the target speed and distance the same.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-036.
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Goal
By the annual IEP review date, during play when the adult blows bubbles that float within arm's reach, the student will follow the moving bubble or target and touch it with a finger before it lands or leaves the screen independently in at least 7 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during OT or motor play.
Baseline: 3 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Visual-Motor & Visual-Perceptual 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) - Visual-Motor & Visual-Perceptual Skills
- Baseline
- 3 of 10 opportunities.
- Annual goal387 characters
- By the annual IEP review date, during play when the adult blows bubbles that float within arm's reach, the student will follow the moving bubble or target and touch it with a finger before it lands or leaves the screen independently in at least 7 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during OT or motor play.
- Timeframe
- By the annual IEP review date
- Condition
- During play when the adult blows bubbles that float within arm's reach
- Behavior
- The student will follow the moving bubble or target and touch it with a finger before it lands or leaves the screen independently
- Criteria
- In at least 7 of 10 trials, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during OT or motor play
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 7 of 10 trials
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during OT or motor play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during play when the adult blows bubbles that float within arm's reach, the student will follow the moving bubble or target and touch it with a finger before it lands or leaves the screen independently in at least 7 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during OT or motor play.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.