Ask an adult for help with a self-care task
When to use this goal
For young students who need help with coats, shoes, snack packaging, or toileting and currently wait, cry, or walk around with the task undone. Base the choice on the student's communication mode and family input. Pairs with daily living goals that build the self-care skill itself.
- Baseline
- During arrival, snack, and dismissal for 3 days, record each self-care step the student cannot finish and the response: asks, brings the item to an adult, cries, waits, or leaves it undone. Ask the family which steps the student can do alone at home so help is requested only where it is needed.
- Tips
- Score correct when the student directs a help request to an adult within 30 seconds of being stuck, in any mode. Bringing the item to the adult and holding it up counts as a gestural request if the team agrees. Give help immediately, and narrate the step so the student also learns it. Coordinate symbols with the SLP.
- Limits
- Adults often help before the student has a chance to ask; brief staff to wait. Opportunities vary with clothing and snacks; planned opportunities keep data steady. The goal measures the request, not self-care independence, which needs its own goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-013.
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Goal
By the annual IEP review date, during arrival, snack, bathroom, and dismissal routines when they cannot complete a self-care step (such as zipping a coat, opening a wrapper, fastening pants), the student will ask a familiar adult for help with the self-care step using a word, sign, picture, or device message (such as "help," "zip," "open") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival and snack routines.
Baseline: 1 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 Requesting Help.
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 - Requesting Help
- Baseline
- 1 of 5 opportunities.
- Annual goal530 characters
- By the annual IEP review date, during arrival, snack, bathroom, and dismissal routines when they cannot complete a self-care step (such as zipping a coat, opening a wrapper, fastening pants), the student will ask a familiar adult for help with the self-care step using a word, sign, picture, or device message (such as "help," "zip," "open") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival and snack routines.
- Timeframe
- By the annual IEP review date
- Condition
- During arrival, snack, bathroom, and dismissal routines when they cannot complete a self-care step (such as zipping a coat, opening a wrapper, fastening pants)
- Behavior
- The student will ask a familiar adult for help with the self-care step using a word, sign, picture, or device message (such as "help," "zip," "open") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during arrival and snack routines
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:
- daily during arrival and snack routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during arrival, snack, bathroom, and dismissal routines when they cannot complete a self-care step (such as zipping a coat, opening a wrapper, fastening pants), the student will ask a familiar adult for help with the self-care step using a word, sign, picture, or device message (such as "help," "zip," "open") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival and snack routines.
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.