In-hand manipulation IEP goals

In-hand manipulation is moving an object within one hand without help from the other hand or a surface. OTs usually describe three movements: translation (moving an object between the palm and the fingertips), shift (small adjustments along the fingers, as when moving a grip down a pencil), and rotation (turning an object, either a simple turn or a full flip). Students who struggle with these drop things often, put items down to adjust them, and work slowly with small materials.

School goals should name the classroom task, not the movement alone. The 20 goals below are grouped by movement type. Each one is linked to a template, and all numbers are illustrations. For broader fine motor goals, see fine motor IEP goals. The occupational therapy IEP goals pillar covers OT across areas.

Write the task, not the exercise

"Will move 5 pennies from palm to fingertips" describes a therapy activity. It may be a good way to practice, but it is not why the student needs the skill. Ask what school task the movement supports: paying in the cafeteria, erasing without stopping, getting a marker cap off. Then measure that task.

School OT is about taking part in the activities of the school day.^[1] The exercise goes in the OT's session plan. The task goes in the goal. See fine motor skills in the glossary for related terms.

How to choose the right goal

Translation goals

Translation moves an object from the fingertips into the palm, or from the palm out to the fingertips.

1. During a math or snack task, Leo will move a small object (a bead or a coin) from his palm to his fingertips without using the other hand or the table in 4 of 5 opportunities. Baseline: 1 of 5. Template.
2. When paying for a snack under one dollar, Ruby will pick coins one at a time from a handful and hand over the exact amount in 4 of 5 purchases. Baseline: 1 of 5. Template.
3. Given 10 coins or cards spread on a table, Sam will pick each one up with his fingers, without sliding it to the edge, for 9 of 10 items on 3 consecutive probes. Baseline: 4 of 10. Template.
4. Holding 3 or more coins in one hand, Ava will drop them one at a time through a narrow slot with 8 of 10 coins going in on the first try on 4 of 5 probes. Baseline: 3 of 10. Template.
5. During a pegboard activity at centers, Kai will place 10 pegs, picking each from his palm, within 90 seconds on 4 of 5 probes. Baseline: 3 minutes. Template.

Weak: "Leo will improve palm-to-finger translation." Measurable: Goal 1 above. It names the setting, the object and the count.

Shift goals

Shift moves an object along the fingertips, such as adjusting a grip on a pencil or sliding cards apart.

1. Before writing, Grace will set up her pencil grip by herself, shifting her fingers into position without the other hand, completing 5 of 5 steps on 4 of 5 days. Baseline: 2 of 5 steps. Template.
2. During writing, Mia will keep a functional grasp, adjusting her fingers down the pencil when her grip creeps up, in 4 of 5 observed writing tasks. Baseline: 1 of 5. Template.
3. During a class card game, Omar will deal 5 cards to each of 4 players, separating cards one at a time, in 4 of 5 games. Baseline: deals in clumps in 4 of 5 games. Template.
4. While reading a picture book or textbook, Lily will turn pages one at a time with 9 of 10 turns correct on 4 of 5 observations. Baseline: 4 of 10. Template.
5. While reading, Ben will peel a sticky note from the pad and place it on the page in 4 of 5 opportunities. Baseline: 1 of 5. Template.

Weak: "Grace will use a functional grasp." Measurable: Goal 1 above. It counts the steps Grace does herself.

Simple rotation goals

Simple rotation turns an object a quarter or half turn with the fingers, like opening a lid.

1. At lunch and in art, Noah will open and close screw-top lids and twist fasteners in 5 of 5 opportunities on 4 of 5 days. Baseline: 1 of 5. Template.
2. During art and writing, Ella will take off and replace marker caps without help in 5 of 5 opportunities on 4 of 5 days. Baseline: 2 of 5. Template.
3. Given her combination lock, Jay will open his locker within 1 minute, completing 6 of 6 steps, on 4 of 5 days. Baseline: 2 of 6 steps. Template.
4. At his work-study site, Ben will open a locked door or padlock with a key, completing 6 of 6 steps, on 4 of 5 opportunities. Baseline: 2 of 6. Template.
5. In a shop or science class, Kai will drive and remove screws with a screwdriver in 5 of 5 opportunities on 3 consecutive classes. Baseline: 2 of 5. Template.

Weak: "Noah will improve simple rotation skills." Measurable: Goal 1 above. It names lids and fasteners, at lunch and in art.

Complex rotation and combined movement goals

Complex rotation turns an object end over end in the fingers, like flipping a pencil to erase.

1. When she makes a writing mistake, Mia will flip her pencil to erase and flip it back without setting it down in 8 of 10 opportunities. Baseline: 2 of 10. Template.
2. When erasing, Sam will erase the mistake without tearing or crumpling the paper in 8 of 10 opportunities. Baseline: 4 of 10. Template.
3. When getting dressed for recess or PE, Lily will button and unbutton 4 of 4 buttons on her clothing on 4 of 5 days. Baseline: 1 of 4. Template.
4. When collecting papers, Grace will attach them with paper clips or binder clips in 4 of 5 opportunities. Baseline: 1 of 5. Template.
5. When labeling a project, Ava will peel off a label and press it in the correct place in 4 of 5 opportunities. Baseline: 1 of 5. Template.

Weak: "Mia will flip a pencil end over end." Measurable: Goal 1 above. It ties the flip to erasing during real writing.

How to measure in-hand manipulation goals

Most of these goals use opportunities: the number of times the student does the task the target way, out of the times it comes up. A few use task analysis or time.

• Count during real tasks when you can. Erasing during journal writing is a better sample than a drill.
• If real chances are rare, set up 5 natural chances in a session (5 marker caps during an art task).
• Record "did it without the other hand or a surface" as the scoring rule. Write it at the top of the sheet so every adult scores it the same way.
• Use the opportunity data sheet for counts and the task analysis data sheet for locks and keys.

Probe once or twice a week. The teacher or para can count classroom chances, while the OT checks technique in session.

Short-term objectives

Step down by object size, support or setting. For complex rotation goal 1:

1. Using a thick pencil with a large eraser, Mia will flip it to erase without setting it down in 8 of 10 opportunities.
2. Using a standard pencil with a grip, Mia will do the same in 8 of 10 opportunities.
3. Using a standard pencil without a grip, during real class writing, Mia will do the same in 8 of 10 opportunities.

Adapting by grade

More templates are on the fine motor goals page, the motor skills IEP goals hub and the OT role page. Paste a draft into the goal checker before the meeting. For the youngest students, see fine motor goals for preschoolers and OT IEP goals for kindergarten.

Every IEP goal must state how progress will be measured and when it will be reported.^[2]

Frequently asked questions

Use it in IEP Atlas

• Fine motor goals (motor skills)
• Motor skills IEP goals
• Goals for the OT role
• Fine motor skills in the IEP glossary
• IEP goal checker

Related guides

• Occupational therapy IEP goals: examples for school-based OT
• Fine motor IEP goals
• Fine motor goals for preschoolers
• OT IEP goals for kindergarten
• OT IEP goals for handwriting
• OT IEP goals for sensory processing

Sources

1. American Occupational Therapy Association, AOTA
2. 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.