Motor & Sensory Skills (OT, PT & Adapted PE) IEP goals for Traumatic Brain Injury

• 3-5, 6-8Opportunities

  Ask to move away from glare

  Requesting a sensory tool or break

  By the annual IEP review date, when working under bright overhead lights or near a sunny window, the student will ask to move seats, dim a light, close a blind or wear a hat or tinted glasses allowed by the plan, using words, a card or a device with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily.

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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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• K-2, 3-5Percent accuracy

  Keep place on a line of print without losing it

  Visual tracking for reading

  By the annual IEP review date, given a passage at the student's independent reading level with 10 or more lines, the student will independently read each line and move to the start of the next line without skipping or repeating a line with at least 95% accuracy on line transitions completed without losing the place, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during oral reading.

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• 3-5, 6-8Percent accuracy

  Open lunch packages one-handed

  Opening lunch containers

  By the annual IEP review date, given a probe set of lunch packages the student commonly gets, with a non-slip mat on the table, the student will open each package with one hand, using the non-slip mat, the knees or an adaptive opener to hold it steady independently with at least 80% accuracy on lunch packages opened one-handed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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• 6-8, 9-12Opportunities

  Pace bites using a self-check card

  Pacing bites with a cue

  By the annual IEP review date, during lunch in the cafeteria, with a small self-check card or phone reminder on the table, the student will take small bites, set the fork down between bites and check the card or reminder before the next bite with no adult reminders in at least 9 of 10 opportunities, on 4 of 5 observed meals, as measured by direct observation collected twice weekly at lunch.

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• 3-5, 6-8Rubric score

  Write a legible paragraph scored with a legibility rubric

  Overall legibility

  By the annual IEP review date, given a writing prompt and 10 minutes to write at least five sentences, the student will write the paragraph so that it is legible to a reader unfamiliar with the student's writing independently, earning a score of at least 10 out of 12 on a 4-row handwriting legibility rubric scored 0 to 3 per row, on 3 consecutive biweekly writing samples, as measured by a defined scoring rubric collected every two weeks from a writing sample.

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• 3-5, 6-8, 9-12Duration

  Copy notes from the board within the time limit

  Far-point copying

  By the annual IEP review date, given a three-sentence note on the board and the same time the class is given, the student will complete copying the note with all words present and legible independently within 4 minutes, in 3 of 4 consecutive weekly observations, as measured by duration recording collected weekly during a board-copying task.

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

  Travel a school route with a walker or wheelchair

  Mobility with a device

  By the annual IEP review date, when traveling from the classroom to the cafeteria using the student's mobility device, the student will complete the steps of the route, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed trips, as measured by a task-analysis checklist collected twice weekly on the fixed route.

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• 6-8, 9-12Duration

  Move between classes within the passing period

  Passing-period mobility

  By the annual IEP review date, during the passing period between two classes on a fixed route of at least 300 feet, the student will complete the route and arrive at the next class seated and ready independently within 4 minutes, on 4 of 5 consecutive observed passing periods, as measured by duration recording collected twice weekly on the fixed route.

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See all 50 gross motor skills goals

• K-2, 3-5, 6-8, 9-12Percent accuracy

  Use a mouse or trackpad to click and drag on screen

  Mouse, trackpad, and touch screen use

  By the annual IEP review date, given a laptop with a mouse and an on-screen activity with 1-inch targets, the student will independently move the cursor to each target and click without moving off the target with at least 90% accuracy on targets selected or dragged correctly, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a computer-based activity.

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• 6-8, 9-12Task-analysis steps

  Open a combination lock and locker

  Locker and combination lock

  By the annual IEP review date, given the student's assigned locker with a built-in dial lock and the combination written on a card, the student will complete the steps of opening the lock and locker, performing all 6 steps independently, on 4 of 5 consecutive trials, as measured by a task-analysis checklist collected twice weekly at the locker for one week each month.

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See all 55 fine motor skills goals