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.
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.
PK, K-2, 3-5Opportunities
Feed self with a built-up handle spoon
Adaptive utensils
By the annual IEP review date, during lunch, given a built-up or angled-handle spoon, a scoop dish and a non-slip mat, the student will hold the adaptive spoon, scoop and bring the food to the mouth with no adult hands-on help in at least 6 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected twice weekly at lunch.
PKOpportunities
Pick up finger foods to self-feed
Spoon and fork use
By the annual IEP review date, during snack, given small pieces of a finger food allowed by the feeding plan on a tray or plate, the student will pick up a piece of food with the fingers and bring it to the mouth with no adult hands-on help in at least 6 of 8 opportunities, on 3 of 4 observed snacks, as measured by opportunity-by-opportunity data collected at three snacks a week.
PK, K-2Opportunities
Drink from an open cup with two hands
Open cup and straw drinking
By the annual IEP review date, during snack, given a small open cup with a small amount of the drink allowed by the plan, the student will lift the cup with two hands, take a sip and set the cup back down on the table without tipping it over, with no adult hands on the cup in at least 4 of 5 opportunities, on 3 of 4 observed snacks, as measured by opportunity-by-opportunity data collected at three snacks a week.
PK, K-2Opportunities
Drink from a straw cup or juice box
Open cup and straw drinking
By the annual IEP review date, during snack, given a straw cup or a juice box with the straw already inserted, the student will close the lips around the straw and drink a sip of liquid with no adult help in at least 4 of 5 opportunities, on 3 of 4 observed snacks, as measured by opportunity-by-opportunity data collected at three snacks a week.
K-2, PK, 3-5Percent accuracy
Open lunch items from a six-item probe
Opening lunch containers
By the annual IEP review date, given a probe set of six common lunch items from the student's own lunches (such as a milk carton, a snack bag, a lidded container, a yogurt cup, a fruit cup and a string cheese wrapper), the student will independently open each item so the food or drink can be reached without spilling the contents with at least 80% accuracy on lunch items opened, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
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.
K-2, PK, 3-5Opportunities
Wait for the pacing cue between bites
Pacing bites with a cue
By the annual IEP review date, during lunch, when an adult gives the pacing cue named in the feeding plan (such as a light tap, a word or a picture), the student will rest the spoon or food on the plate after each bite and wait for the pacing cue before the next bite with no extra prompts in at least 8 of 10 opportunities, on 4 of 5 observed meals, as measured by opportunity-by-opportunity data collected at every lunch, with ten bites scored.
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.
K-2, 3-5Opportunities
Alternate bites of food with sips
Pacing bites with a cue
By the annual IEP review date, during lunch, with a drink placed next to the plate, the student will take a sip of the drink after a bite before taking the next bite with no adult cues in at least 6 of 8 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected three lunches a week.
3-5, K-2Opportunities
Cut soft food with a fork edge
Spoon and fork use
By the annual IEP review date, during lunch, given a soft food that can be cut with a fork, such as a pancake, cooked vegetable or casserole, the student will press down with the side of the fork to cut a bite-size piece and then spear it with no adult help in at least 4 of 5 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected twice weekly at lunch.