Motor & Sensory Skills (OT, PT & Adapted PE) IEP goals for Autism

• K-2, 3-5Opportunities

  Request a sensory break with a card

  Requesting a sensory tool or break

  By the annual IEP review date, during whole-group lessons or independent work, when the student shows the early signs listed in their sensory plan (such as covering ears, moving more or going quiet), the student will request a sensory break using words, a break card, a sign or a device, and go to the agreed break spot with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by frequency recording collected daily.

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• PK, K-2Opportunities

  Signal when a room is too loud

  Using noise-reducing headphones in loud places

  By the annual IEP review date, during loud classroom times such as music, clean-up or free play, the student will signal too loud using a word, sign, symbol card or the ear-cover gesture taught as their signal, and accept the headphones or quiet spot an adult offers with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily during loud times.

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See all 40 sensory processing & regulation goals

• 3-5, 6-8, 9-12Frequency

  Complete laps of the track or gym in a set time

  Laps and distance

  By the annual IEP review date, given a 10-minute timing on the school track, the student will complete laps of the course by walking or jogging independently at least 7 times per 10-minute timing (laps completed), in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during PE.

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• K-2, 3-5, 6-8, 9-12Task-analysis steps

  Complete the PE warm-up routine with the class

  Warm-up routine

  By the annual IEP review date, during the PE class warm-up led by the teacher, the student will complete the steps of the warm-up routine along with the class, performing at least 6 of 7 steps independently, on 4 of 5 consecutive PE classes, as measured by a task-analysis checklist collected each PE class for one week per month.

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See all 50 physical fitness & PE participation goals

• PK, K-2, 3-5Duration

  Balance on one foot during classroom and PE activities

  Static balance

  By the annual IEP review date, when asked to stand on one foot on a flat floor during PE or a therapy session, the student will independently stand on one foot without the other foot touching the floor and without holding on, with arms free for at least 8 seconds, on 3 consecutive weekly trials on each foot, as measured by duration recording collected weekly during PE or therapy.

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• PK, K-2, 3-5Opportunities

  Walk along a line or low balance beam

  Dynamic balance

  By the annual IEP review date, given a 10-foot taped line on the floor, the student will walk the full length with no more than one step off independently with arms free in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.

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See all 50 gross motor skills goals

• PK, K-2Opportunities

  Scoop soft food with a spoon

  Spoon and fork use

  By the annual IEP review date, during snack or lunch, given a food that holds on a spoon (such as yogurt, applesauce or mashed food) in a bowl, the student will scoop the food with the spoon and bring it to the mouth, keeping most of the food on the spoon with no adult hands on the spoon in at least 7 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected three meals a week.

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• K-2, PKOpportunities

  Spear bite-size pieces with a fork

  Spoon and fork use

  By the annual IEP review date, during lunch, given bite-size pieces of a firm food such as fruit, cooked vegetables or pasta, the student will spear a piece of food with the fork and bring it to the mouth without the piece falling off, with no adult help in at least 8 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected three meals a week.

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See all 30 feeding & mealtime skills goals

• PK, K-2Percent accuracy

  Copy basic shapes from a printed model

  Copying basic shapes

  By the annual IEP review date, given a printed model of a circle, square, triangle, and cross and a pencil, the student will independently copy each shape so that it is closed, has the correct number of sides and corners, and is recognizable without the model with at least 85% accuracy on shapes copied correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during a writing center or OT session.

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• K-2, 3-5Percent accuracy

  Copy overlapping and multi-part designs

  Copying complex designs

  By the annual IEP review date, given a printed model of six two-part designs (overlapping shapes, shapes with internal lines) and a pencil, the student will copy each design so that each part is present, in the correct position relative to the others, and recognizable independently with at least 80% accuracy on designs copied with all parts correctly placed, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during OT or a drawing task.

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See all 40 visual-motor & visual-perceptual skills goals

• PK, K-2Opportunities

  Snip paper with scissors using a thumbs-up grip

  Scissors: snipping

  By the annual IEP review date, given child-sized scissors and a strip of card stock held by an adult, the student will hold the scissors with the thumb up and make five single snips along the edge of the strip with the adult holding the paper in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during craft or OT time.

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• K-2, 3-5Percent accuracy

  Cut out curved lines and simple shapes

  Scissors: cutting shapes

  By the annual IEP review date, given scissors and a 3-inch circle, square, and triangle printed on card stock, the student will cut out each shape staying within a quarter inch of the outline, turning the paper with the helper hand independently with at least 80% accuracy on shapes cut within a quarter inch of the outline, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from craft or worksheet cutting tasks.

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See all 55 fine motor skills goals

• PK, K-2Percent accuracy

  Copy pre-writing strokes and shapes

  Pre-writing strokes

  By the annual IEP review date, given a printed model of a vertical line, horizontal line, circle, cross, and square and a crayon, the student will copy each stroke so that it is recognizable and has the correct orientation independently with at least 80% accuracy on strokes copied recognizably, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during a writing center or OT session.

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• PK, K-2Percent accuracy

  Write first name with correctly formed letters

  Name writing

  By the annual IEP review date, given a blank name line at the top of a worksheet, the student will write the first name with each letter formed correctly, in order, and facing the right direction independently with 100% accuracy on letters in the name formed correctly, on 4 of 5 consecutive daily work samples, as measured by work-sample analysis collected daily from the name line on class work, reviewed weekly.

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See all 55 handwriting goals