Take daily medication with a pill organizer
When to use this goal
For young adults whose family or the nurse now hands them each dose, and whose team, including the prescriber and family, has agreed the student should take on the routine. Fit is a medical and family decision first; present levels then guide the supports.
- Baseline
- Run the routine on at least 3 separate days in the setting where it will be measured before setting a target. Mark each step as independent, prompted (note the prompt type), or not done, and count only independent steps. Note the steps missed most often; they usually need direct teaching, not just more practice. Collect data only at doses the nurse or family already observes; this goal adds no doses and changes no medication.
- Tips
- Write the routine with the school nurse and family, using the prescriber's directions. The nurse or family keeps filling the organizer until the refill goal is met. Every step is scored, so the target is all steps.
- Limits
- The IEP goal never replaces the prescriber's orders, the school's medication policy, or the nurse's plan, and it gives no medical advice. Medication changes are handled by the nurse and family, not by the goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-040.
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Goal
By the annual IEP review date, at the dose time set in the student's phone, using a weekly pill organizer filled by a family member or nurse, at home, the student will take the dose from the correct day and time slot and record it, performing all 7 steps independently, on 10 consecutive doses, as measured by a task-analysis checklist collected at each observed dose.
Baseline: 3 of 7 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 Independent Living.
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
- Transition & Postsecondary Skills - Independent Living
- Baseline
- 3 of 7 steps independently.
- Annual goal368 characters
- By the annual IEP review date, at the dose time set in the student's phone, using a weekly pill organizer filled by a family member or nurse, at home, the student will take the dose from the correct day and time slot and record it, performing all 7 steps independently, on 10 consecutive doses, as measured by a task-analysis checklist collected at each observed dose.
- Timeframe
- By the annual IEP review date
- Condition
- At the dose time set in the student's phone, using a weekly pill organizer filled by a family member or nurse, at home
- Behavior
- The student will take the dose from the correct day and time slot and record it
- Criteria
- Performing all 7 steps independently, on 10 consecutive doses
- Evaluation method
- A task-analysis checklist
- Schedule
- At each observed dose
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 7 steps independently
- Mastery rule:
- on 10 consecutive doses
- Collection schedule:
- at each observed dose
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the dose time set in the student's phone, using a weekly pill organizer filled by a family member or nurse, at home, the student will take the dose from the correct day and time slot and record it, performing all 7 steps independently, on 10 consecutive doses, as measured by a task-analysis checklist collected at each observed dose.
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. Responds to the dose alarm and goes to the pill organizer | ||||||||
| 2. Opens the slot for today and the current time | ||||||||
| 3. Checks that the slot holds the expected pills | ||||||||
| 4. Takes the pills with water | ||||||||
| 5. Closes the slot | ||||||||
| 6. Marks the dose as taken in the app or on the log | ||||||||
| 7. Tells the nurse or family if the slot looked wrong or a dose was missed | ||||||||
| 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: 7 of 7).
- 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.