Show where it hurts on a body map
When to use this goal
For young students and early communicators who cry, hold a body part, or stop moving when hurt, but cannot yet tell an adult where the pain is. Base the choice on the student's communication mode (speech, sign, pictures, device) and on whether they can point to body parts on themselves. The body map can be a picture card, a page on the device, or a doll.
- Baseline
- Run 5 play-based trials with a doll or picture and record whether the student points to the right place without help, after a model, or not at all. Also note which body-part words or signs the student already uses. Ask the family how the student shows pain at home and which words they use for body parts in the home language.
- Tips
- Score correct when the student points to the place within the right body region (head, tummy, arm, leg, and so on). Accept body-part words in any language the family uses. When the report is real, respond with care right away and tell the nurse. Keep the body map in the same places every day (on a lanyard outside, on the device, in the nurse office).
- Limits
- Real injuries are rare and unplanned, so most data come from practice. Some students find internal pain (tummy, headache) harder to place than a visible scrape. The goal does not replace adult supervision or the nurse's assessment.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-026.
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Goal
By the annual IEP review date, when they are hurt or unwell during the school day and an adult shows them a body map picture, the student will show where it hurts by pointing to the place on the body map, on their own body, or on the body page of their device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during play-based practice, plus real events logged by staff.
Baseline: 0 of 5 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 Functional Communication.
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
- Social-Emotional & Communication - Functional Communication
- Baseline
- 0 of 5 opportunities.
- Annual goal482 characters
- By the annual IEP review date, when they are hurt or unwell during the school day and an adult shows them a body map picture, the student will show where it hurts by pointing to the place on the body map, on their own body, or on the body page of their device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during play-based practice, plus real events logged by staff.
- Timeframe
- By the annual IEP review date
- Condition
- When they are hurt or unwell during the school day and an adult shows them a body map picture
- Behavior
- The student will show where it hurts by pointing to the place on the body map, on their own body, or on the body page of their device independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly during play-based practice, plus real events logged by staff
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- twice weekly during play-based practice, plus real events logged by staff
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they are hurt or unwell during the school day and an adult shows them a body map picture, the student will show where it hurts by pointing to the place on the body map, on their own body, or on the body page of their device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during play-based practice, plus real events logged by staff.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.