Goals Editable PDF

OT GOALs
Eleven long-term goal areas are identified in this book. A list of all long
term goals and SS general objective areas is provided as a quick reference on
pages 33-36, along with 648 specific objectives.
Briefly stated, the long-term goal areas are:
Pages 41-48 LTG 1 Sensory processing-Objectives dealing with ac-
commodation, awareness, tolerance, discrimina
tion, and organization of touch, movement, and
auditory and olfactory stimuli.
Pages 49-54 LTG 2 Postura! control-Objectives dealing with co-con-
traction, protective responses, and balance and
equilibrium reactions.
Pages 55-75 LTG 3 Upper-extremity control and fine motor skills-
Objectives dealing with reach, release, grasp-and
pinch pattems, dominance, lateralization, midrange
control, and grading of force, strength, isolated
finger control, in-hand manipulation, scissor use,
and range of motion.
Pages 77-84 LTG 4 Motor planning-Objectives dealing with proprio-
ception/kinesthesis, ideation, and planning and
execution of motor tasks.
Pages 85-91 LTG 5 Bilateral motor coordination-Objectives dealing
with crossing of midline; and movements which
are symmetrical, asymmetrical, and reciprocal.
Pages 93-98 LTG 6 Ocular motor control-Objectives dealing with
visual skills of focusing, tracking, scanning, and
localization,
Pages 99 - 1 1 1 LTG 7 Perceptual motor skills-Objectives dealing with
body awareness, spatial awareness, and the visual
perceptual skills of sequencing, figure-ground dis
crimina tion, and closure.
Pages 1 1 3 - 1 2 0 LTG 8 Written communication-Objectives dealing with
prewriting and writing, using classroom tools,
and keyboarding skills.
21
Pages 121-125 LTG 9 Self-care skills--Objectives dealing with eating,
dressing, and hygiene and grooming skills.
Pages 127-135 LTG 10 Work behaviors--Objectives dealing with ability
to function in a group, attending skills, and self
coping and task-coping skills.
Pages 137-139 LTG 11 Endurance-Objectives dealing with ability to sus
tain participation in tasks for appropriate lengths
of time.
Toe objectives are designed to allow a great deal of flexibility and individu
alization for each client. Within each objective, there are choices to be made by
the therapist, based upon the child's current skill level and expected level of
improvement. These choices are referred to as "qualifiers." They are designed
to expedite and individualize the therapist's formulation of objectives. They
also allow the objectives to be graded in terms of skill level difficulty. See pages
37-38 for a listing of all qualifiers. For ease in using OT GOALs, however, rel
evant qualifiers also are listed on the left-hand side of the individual objectives
pages. These lists contain only those qualifiers which apply to the objectives on
that page.
22
HOW TO USE OT GOALs
Using OT GOALs is a simple process.
1. The first step is to assess the child, determining strengths and weak
nesses and identifying areas of need.
2. Select long-tenn goal areas corresponding to identified areas of need.
(For example, if a child is found to have difficulty with fine motor
skills and midline crossing, then long-tenn goals 3 and 5 would be
selected.) See pages 21-22 and 33-36 for the long-tenn goals referred
to in this book.
3. Once long-tenn goals are selected, review the general objectives listed
under each long-term goal. Select those objectives which will most ef
ficiently measure progress toward the long-term goals. See pages 33-
36 for a list of objective areas referred to in this book.
4. Specific objectives are listed following each long-tenn and general
goal. Select specific objectives which will most efficiently produce
progress toward the long-term goals and general objectives. Severa}
specific objectives may be used simultaneously.
S. Have the child attempt the selected specific objectives, establishing
baselines of performance. Once baselines are determined, each objec
tive can be tailored to the individual child by selecting specific qualifi
ers and appropriate means of measurement. See pages 37-38 for a list
of all qualifiers referred to in this book; or use the quick reference list
of qualifiers provided on each objectives page.
6. lf the goals and objectives provided in OT GOALs do not appear to
meet the needs of a specific child, the therapist may need to create
customized goals. To assist in writing original goals, see "Cuide for
Developing Customized Goals and Objectives" (pages 24-25).
7. Appropriate and behavioral long-term goals and objectives now have
been set. Documentation of the chosen goals and objectives can be ac
complished by hand-writing them in detail; or you can use one of the
OT GOALs worksheets (pages 28 or 30) to speed the process. Refer to
pages 26-27 for instructions on how to use the worksheets, and see
the samples on pages 29 and 3 1 .
23
GUIDE FOR DEVELOPING
C U S T O M I Z E D GOALS A N D
OBJECTIVES
While 55 general and 648 specific objectives are provided in OT GOALs,
there may be times when totally customized, original objectives are needed.
The fallowing guide is provided to assist therapists in producing effective be
havioral objectives.
Long-tenn goals identify the general area to be addressed, as well as explain
the functional importance of that area. Far many children, a long-term goal
may remain appropriate far an extended period of time.
Objectives are specific isolated skills, measured by tasks and activities,
which will assist in the acquisition and development of the long-term goal.
By definition, behavioral objectives must be observable and measurable,
and any therapist must be able to reproduce them. They must be written in
understandable terms that promote teacher-parent comprehension. Each objec
tive should measure, as m u c h a s possible, only one isolated skill component.
Objectives should be attainable within one year. Several objectives may be
used simultaneously.
Each objective should include an answer to the fallowing five questions:
l. Who? Who is to perform the skill?
2. What? What action is being performed, or what skill is being mea
sured?
3. Hoto? What material is being used to measure the skill? How is the
material or skill being qualified? (See page 40 far a list of materials
referred to in this book, and pages 37-38 far a list of the qualifiers
referred to here.)
4. Where? In what position or location is the skill being perfarmed?
5. When? How frequently or how many times is the skill being per
farmed? (See page 39 far a list of ratios and percentages.)
After writing the objective, review it far clarity and ease of understanding.
A void the use of professional jargon and terms which may not be easily under
stood by others. Check the objective far reproducibility; that is, whether an
other therapist or tester will clearly understand what is being tested and how
to accomplish the objective.
The fallowing chart shows construction of two customized objectives.
24
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THE O T GOALs W O R K S H E E T S
The OT GOALs worksheets are meant to be timesaving tools in the proc
ess of organizing, denoting, and customizing the long-term goals and objectives
chosen for each client. They allow the therapist to do this quickly by using only
a few letters and numbers. Later, this information can easily be transposed (by
a secretary or by the therapist) onto the final document (for example, the IEP or
treatment plan) by referring to the pages and sections of OT GOALs indicated
on the worksheet. This eliminates the need for the therapist to hand-write each
goal and objective in its entirety, only to rewrite or type it on the final docu
ment later. The worksheets themselves are not meani to be placed into the final docu
mentation! Therapists also may find the worksheets helpful as a quick reference
on those goals and objectives which have been selected for a client, or to denote
improvements and changes over time.
Worksheet A (see page 28) is designed to record only long-term goals and
objectives, with their appropriate qualifiers. This type of goal writing may be
most appropriate for treatment plans.
Worksheet B (see page 30) can be used when additional information is
required. The form provides space for indicating goal and objective methods,
strategies, materials, evaluators, and types of evaluations. This type of goal
writing may be more appropriate for IEPs, since these areas usually are re
ferred to in the Instructional Guide section of the IEP.
Choose the worksheet that best meets your needs and is most appropriate
for your school's requirements. Please note that the number of goals and objec
tives needed for each client may and should vary, depending upon the client' s
needs and school requirements. Worksheet A contains space for listing 10 goals
and objectives, and Worksheet B has space for 6 listings. These numbers are not
intended to indicate that all should be used or that more cannot be used. Re
produce the worksheets and use as many for each client as you deem necessary.
H O W TO USE WORKSHEETS A AND B
(As you read this section, it is important to refer to the sample worksheets
provided on pages 29 and 31.)
l. Choose Worksheet A or B, according to your needs.
2. Select the first long-term goal area to be addressed. (See pages 21-22
for a quick reference to all long-term goals included in OT GOALs.)
On the worksheet, write the number of that long-term goal in the
space after the first LTG. (For example, if the goal is to improve arm
and hand control, select LTG 3.)
26
3. Select the first general objective area to be addressed. (See pages 33-36
for a quick reference to all general objective areas included in OT
GOALs.) On the worksheet, write the letter of that general objective in
the space after OBJ. (For example, if arm strength and stability are
needed, select letter G under Long-Term Goal 3.)
4. Refer to the pages indicated next to each general objective area listed
on pages 33-36. (For example, the listing for Objective G indicates
pages 64-65.) Tum to those pages, and review the list of specific objec
tives. Select the objective that is most appropriate for the client. These
specific objectives are numbered. Write the corresponding number on
the worksheet. (In the examples on pages 29 and 31, we used #9, "us
ing an overhand method to throw .")
5. Within the specific objective, one or more blanks must be filled in.
These are referred to as "qualifiers." The qualifier category is named.
(In #9, for example, "Type of Ball" must be filled in.) On the Goals
and Objectives page, choices are listed in the left-hand column. Locate
the appropriate category, and choose the qualifier that is most appro
priate for the client. Write the qualifier (or its corresponding letter) in
the space after "Qualifiers" on the worksheet. (In the example, in the
"Type of Ball" category, we selected "a. volley" and wrote "a." in the
"Qualifiers" space on the worksheet.)
In sorne objectives (such as #9, which we are using in our example), a
number must be determined. There are no number qualifiers listed to the left;
the therapist must determine the number that is appropriate for the client. (In
the example, we decided to require the volleyball to be thrown a distance of
five feet, and we wrote "5" in the "Qualifiers" space.)
If you are using Worksheet A, repeat the process of selecting goals and
objectives until ali therapist-determined areas are completed.
If you are using Worksheet B, a few additional steps are needed.
6. The methods of how the goal will be addressed must be listed. See
page 14 for a list of methods. Select one or more, and place the corre
sponding numbers after "Methods" on the worksheet. (In the ex
ample, we selected #1, "Individual occupational therapy interven
tion," and #6, "Occupational therapy consultation with the classroom

11
teacher." On the worksheet, we wrote "I, 6 after "Methods.")
7. Select "Strategies" (see pages 1 5 - 1 6), and write the corresponding
number on the worksheet.
8. Select "Materials" (see pages 1 6 -1 7 ), and write the corresponding
number on the worksheet.
9. Select who will be responsible for assessing and implementing the
goal (see "Who," page 1 7 ), and write the corresponding number on
the worksheet.
10 . Select "Evaluations," or how the goal will be assessed (see page 18),
and write the corresponding number on the worksheet.
Repeat steps 1 - 10 until all therapist-determined areas are completed.
27
OT GOALs WORKSHEET A
Occupational Therapy Goals and Objectives 19__ -19__
Name: � Therapist: _
Date: _ District: _
Code:
LTG = Long-Term Goal
OBJ = Objective
# = Number of Objective
Qualifiers = (Fill in from Qualifiers list)
Page __ LTG ____; OBJ ____; # -----�· Qualifiers _
Page __ LTG ____; OBJ ____; # ...J

. Qualifiers _
Page __ LTG ____; OBJ ____; # __,· Qualifiers _
Page __ LTG ____; OBJ ____; # · Qualifiers

__, _
Page __ LTG ____; OBJ ____; # .: Qualifiers _
Page __ LTG ____; OBJ ____; # __,· Qualifiers _
Page __ LTG ____; OBJ ____; # _____,· Qualifiers _
Page __ LTG ____; OBJ ____; # ___,· Qualifiers _
© 1992 by Partners in GOALS.

Sample
OT GOALs WORKSHEET A
Occupational Therapy Goals and Objectives 19�-19-2:!Í
N
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ma
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........""'.e""'e..__. Therapist: 7é! � 1
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Date: 9-.,.t l. - 93 District: � � �
Code:
LTG = Long-Term Goal
OBJ = Objective
# = Number of Objective
Qualifiers = (Fill in from Qualifiers list)
Page b5' LTG � OBJ L # �

9'. .: Qualifiers a_ / 5
Page __ LTG _______; OBJ _______; # _,· Qualifiers _
Page __ LTG _______; OBJ _______; # _,· Qualifiers -------------

OT GOALs W O R K S H E E T B
Occupational Therapy Goals and Objectives 19__ -19__
Name: Therapist:
Date: District:
Code:
LTG = Long-Term Goal # = Number of Objective
OBJ = Objective Qualifiers = (Fill in from Qualifiers list)
Page LTG · OBJ · # · Qualifiers
Methods · Strategies · Materials
Who · Evaluations
Who · Evaluations
Who · Evaluations
Who · Evaluations
Who · Evaluations
Who · Evaluations
© 1 9 9 2 by Partners in GOALS.
Sample
� Occupational Therapy Goals and Objectives 19-2.,,L-19�
Name: ,� ¿_¿. Therapíst: .¿ r«A,4 i!!T;f
Date, 2-..Z�-&'.3 District; ,.,L��

Code:
LTG = Long-Terrn Goal # = Number of Objective
Page t:,5 LTG ...,,3 ; OBJ _

¿__.: # CJ.,___�; Qualifiers á , 5
Methods IJ � : Strategies--'-/--<7 ___J Materials �Á

...;:,
� ::.__ _J
Who�-----�· Evaluations --+-i----

---'-/"77
Page _ LTG _J
. OBJ _,· # __ _J
. Qualifiers �
Methods ------�· Strategies ------�· Materials ___J
Who �· Evaluations _
Page _ LTG ---�· OBJ __,· # ____,· Qualifiers �
Methods __,· Strategies ------�· Materials --------J
Page _ LTG __,· OBJ ---�· # __ _J

. Qualifiers _,
Methods _,· Strategies _,· Materials __,
Page _ LTG ---�· OBJ __,· # --�· Qualifiers �
Methods __,· Strategies ------�· Materials ___J
Who �·Evaluations _
Page _ LTG _,· OBJ ---�· # ___,· Qualifiers �_,
Methods __,· Strategies __,· Materials __,
QUICK REFERENCE LIST O F
LONG-TERM GOALS A N D
G E N E R A L OBJECTIVES
Page
41 Long-Term Goal 1: To improve ability to use sensory information to
understand and effectively interact with people and objects in school
and home environments.
43 Objective A: To demonstrate improved accommodation to
touch sensations.
44 Objective B: To demonstrate improved accommodation to
movement sensations.
45 Objective C: To demonstrate improved awareness and discrimi
nation of touch sensations.
46 Objective D: To demonstrate improved organization of auditory
input.
47 Objective E: To demonstrate improved awareness and tolerance
of olfactory (smell) stimuli.
48 Objective F: To demonstrate improved ability to calm self and
inhibit nonpurposeful movements.
49 Long-Term Goal 2: To improve postura} control to provide a stable
base of support needed to facilitate better hand use for manipulation
of classroom materials, posture while working or playing, and mo
bility in school and home environments.
51-52 Objective A: To demonstrate improved balance between flexor
and extensor musculature (cocontraction).
53 Objective B: To improve spontaneous use of protective re
sponses.
54 Objective C: To improve balance and equilibrium reactions.
33
Page
55 Long-Term Goal 3: To improve functional shoulder, arm, and hand
control for greater success with fine motor tasks and classroom and
home manipulatives.
57 Objective A: To demonstrate purposeful and accurate reach to
ward objects.
58 Objective B: To demonstrate appropriate release pattems.
59 Objective C: To demonstrate appropriate grasp or pinch pattern.
60 Objective D: To demonstrate a hand preference or dominance.
61 Objective E: To demonstrate internalized awareness of the dif
ference between two sides of the body (lateralization).
62-63 Objective F: To demonstrate arm midrange control/grading of
movement, using appropriate force and accuracy, in order to
perform physical education, art, and classroom activities with
control and precision.
64-65 Objective G: To demonstrate improved arm strength and stabil
ity, which are needed as a foundation for controlled movement.
66-67 Objective H: To demonstrate isolated finger control.
68-69 Objective I: To demonstrate in-hand manipulation.
70 Objective J: To demonstrate prescissor skills.
71-72 Objective K: To develop and refine scissor skills using appro
priate hand positioning.
73 Objective L: To maintain or improve passive range of motion,
needed for activities such as reaching and self-help tasks.
74 Objective M: To maintain or improve active range of motion,
needed for activities such as reaching and self-help tasks.
75 Objective N: To maintain or improve functional range of motion.
77 Long-Term Goal 4: To improve motor planning to enhance quality
of movement and efficient organization of self for effective participa
tion in school and home activities.
79-80 Objective A: To demonstrate improved awareness of positions
and movements of body parts (proprioception/kinesthesia).
81 Objective B: To demonstrate the ability to generate (think of)
ideas for action.
82 Objective C: To demonstrate the improved ability to plan a
course of action.
34
Page
83-84 Objective D: To demonstrate the improved ability to execute
movement(s).
85 Long-Term Goal 5: To improve bilateral coordination to enhance
movement efficiency and functional participation in school and
home activities.
87 Objective A: To demonstrate efficient crossing midline of the
body.
88-89 Objective B: To demonstrate the ability to simultaneously use
both sides of the body to perform the same movements (sym
metrical).
90 Objective C: To demonstrate the ability to simultaneously use
both hands/ sides of the body to perform different movements
(asymmetrical).
91 Objective D: To demonstrate ability to simultaneously use both
sides of the body to perform rhythmical reciprocal movements.
93 Long-Term Goal 6: To improve ocular motor control for greater suc
cess in reading, writing, copying, and eye-hand coordination tasks.
95 Objective A: To demonstrate visual focusing skills.
96 Objective B: To demonstrate visual tracking.
97 Objective C: To demonstrate visual scanning abilities.
98 Objective D: To demonstrate functional visual localization.
99 Long-Term Goal 7: To improve visual perception and/or perceptual
motor skills for greater success in academics and written work.
101-102 Objective A: To demonstrate improved body awareness.
103-104 Objective B: To demonstrate improved spatial awareness of self
in space and the relationship of self to objects and the environ
ment.
105-107 Objective C: To demonstrate improved awareness of forms and
spatial relations of objects to each other.
108 Objective D: To demonstrate improved visual sequencing and
visual memory.
109 Objective E: To demonstrate improved visual figure-ground
abilities.
110 Objective F: To demonstrate improved discrimination of the vi
sual properties of objects or pictures.
111 Objective G: To demonstrate improved visual closure abilities.
35
Page
113 Long-Term Goal 8: To improve written communication skills for
greater proficiency when using writing implements and/or a key
board.
115 Objective A: To demonstrate motor control needed for
prewriting tasks.
116 Objective B: To demonstrate intrinsic muscle control for pencil
manipulation.
117-118 Objective C: To demonstrate motor control necessary for writ
ing tasks.
119 Objective D: To demonstrate motor control necessary for using
classroom tools associated with the pencil.
120 Objective E: To demonstrate motor control necessary for effec
tive use of a keyboard.
121 Long-Term Goal 9: To improve self-care skills for greater indepen
dence in school and home environments.
123 Objective A: To demonstrate functional lunch and snack skills.
124 Objective B: To demonstrate functional dressing skills.
125 Objective C: To demonstrate functional hygiene and grooming
skills.
127 Long-Term Goal 10: To improve work behaviors for greater task ori
entation in the classroom or vocational environment.
129 Objective A: To demonstrate the ability to cooperatively func
tion within a group.
130 Objective B: To demonstrate functional attending skills.
131-133 Objective C: To demonstrate effective self-coping skills.
134-135 Objective D: To demonstrate effective task coping skills.
137 Long-Term Goal 11: To improve or sustain participation in a task or
activity for an age-appropriate length of time.
139 Objective: To demonstrate improved endurance.
36
QUALIFIERS USED
THROUGHOUT OT GOALs
Sizes Duration Dressing
a. small a. seconds a. coa ts / sw ea ters
b. medium b. minutes b. hat
c. large c. repetitions c. gloves / mittens
d. -inch d. boots
-
e. shoes
Accuracy Grasps f. socks
a. in ches a. lateral g. button-down
b. feet b. three-point smock/ shirt
c. only _ errors c. two-point h. pullover smock/
d. within a _-inch d. típ-típ shirt
space e. opposition i. belt
e. _degrees j. braces/ orthotics
f. deviation k. clothes
Hand/Foot Usage Plane Fasteners
a. preferred a. horizontal a. large bu ttons
b. nonpreferred b. vertical b. small buttons
c. bilateral c. diagonal c. separating zipper
d. both d. circular d. nonsepara ting
e. right e. rotary zipper
f. left f. pendular e. snaps
g. unilateral g. linear f. buckle
h. symmetrical(ly) h. forward g. Velero®
i. asymmetrical(ly) i. backward
j. reciproca} j. sideways Spatial Concepts
k. alternate(ly)(ing) k. forward, backward, a. in/out of
l. stabilizer and sideways b. on/off of
m. gross assist l. multidirectional c. under/over
n. functional assist d. in front of/
o. active assist Graphomotor in back of
p. one a. manuscript e. next to /beside
q. (any combination of b. cursi ve f. through
bilateral, unilateral, c. upper g. up/down
symmetrical, d. lower h. behind
asymmetrical, e. A toZ
reciproca} altemates)
Velero® Is o reglstered lrodemork of Velero U.SA., lne.
37
Quality Type of Ball Body Parts
a. without a. volley a. chest
hyperextension b. beach b. abdomen
b. with wrist held c. _-inch playground c. knees
in neutral or d. _-inch therapy d. hips
extended position e. hard e. shoulder
c. without overflow f. ten nis f. ankle
d. without fixing g. basket g. thigh
e. with rhythm h. -inch foam h. thumb

-
f. with fluidity i. base i. index finger
g. using mature j. medicine j. long/rniddle finger
pattems k. racket k. ring finger
h. grading l. Wiffle® l. little (pinky) finger
i. directed m. cage
j. tirning Shapes
Classroom Tools a. vertical line
Strength a. standard classroom b. horizontal line
(Manual Muscle Test) scissors c. circle
a. lbs. b. squeeze or easy-grip d. crossed lines
b. fair scissors e. X
c. fair + c. adapted scissors f. square
d. good - d. sharp scissors g. triangle
e. good e. ruler h. vertical diamond
f. good + f. stapler i. horizontal diamond
g. normal g. compass
h. hole punch School-Re lated
Body Movements i. pencil sharpener Activities
a. flexion j. one-inch blade a. physical education
b. extension scissors b. playground
c. abduction k. tape dispenser c. classroom
d. adduction d. fine motor
e. extemal rotation Type of Assistance e. gross motor
f. internal rotation a. assistance f. postural
g. ulnar deviation b. supervision g. desk top
h. radial deviation c. guidance h. (any specific activity
i. prona tion/ prona ted d. prompt of your choice)
j. supination/ e. demonstra tion
supinated f. cues Degree of Assistance
k. opposition/ opposed g. in functional a. minimum(ly)
l. neutral activities b. moderate(ly)
m. (any combination h. independently c. maximum(ly)
of above) i. with gravity d. verbal
(assisted) e. hand-over-hand
j. gravity eliminated f. physical
k. against gravity g. tactile
l. with facilitation h. auditory
to i. visual
m. with adapted j. no
devices k. (any combination
n. passive of above)
o. active
p. adaptive techniques
q. (any combination
of above)
Wiffle@ is a registered trademark of Toe Wiffle Ball, lnc., Shelton, CT.
38
PERCENTAGE C O N V E R S I O N
TABLE
Throughout the manual, every objective is measurable and utilizes either
ratios (such as 3 out of 4 times) or percentages (such as 75%). Toe following
grid may be useful in completing the objectives. lt states frequently used ratios
and their equivalents in percentages.
Ratio Percentage
1 out of 2 50%
3 out of 5 60%
2 out of 3 67%
3 out of 4 75%
4 out of 5 80%
17 out of 20 85%
6 out of 7 86%
9 out of 10 90%
(1 out of 1) 5 out of 5 100%
39
...
SPECIFIC MATERIALS
MENTIONED IN O T GOALs
1
/2 -gallon container cotton balls putty (color coded)
1/
2 -pint milk carton crayons puzzles
balance beam cubes (one-inch) racquet/paddle
balancing blocks cup/glass ring toss/horseshoes
balloons deck of cards rope
balls desk/work surface . rubber bands
beads (pop type) dominoes ruler
beads (stringing type) doors sand
beanbags eraser (chalkboard) scissor tongs
belt eraser (pencil) scissors
bike (foot-driven) finger paints scooterboard
bike (hand-driven) finger-pump spray screws with nuts
bike (mobile) bottle shape cards
bike (stationary) fork shapes, linking
blocks (balancing) glass/cup shirt (button type)
blocks (one-inch) gloves/mittens shirt (pullover type)
bolster glue shoes with laces
books glue bottle small objects
boots hole punch (one-hole) socks
bottle (finger-pump jacket spoon
spray type) jar with lid spray bottle (finger-
bottle (squeeze type) jump rope pump type)
bottle (trigger spray knife spray bottle (trigger
type) laces type)
bowl and spoon linking monkeys straws
braces linking shapes streamers
car (foot-driven) marbles swing
car (hand-driven) mat tactile objects (sand,
car (mobile) milk carton clay, glue, finger
car (stationary) mittens / gloves paints)
cards, color monkeys (linking) tape and tape recorder
cards, deck of 52 multiplane track (for therapy ball
cards, pattern (with cars or marbles) tissues
parquetry blocks) netswing toilet
cards, picture nuts and bolts tongs
cards, shape one-inch blocks/cubes trigger spray bottle
cha ir paddle/racquet tweezers
chalkboard and chalk paper typewriter
clay parquetry blocks with washcloth
clay dough pattem cards water faucet
clothespins pegboard water gun
coat pegs of various sizes Wiffle® ball
color cards pencil wind-up toy
computer keyboard pencil sharpener work surface/ desk
containers (used as picture cards zipper garment
targets) pop beads
Wlffie@ Is a reglstered trademark of The Wlffle Ball, lnc .• Shelton. CT.
40
L O N G - T E R M GOAL
To improve ability to use sensory information to under
stand and effectively interact with people and objects in
school and home environments.

QUALIFIERS
Hand/Foot Usage
a. preferred
e. right
Long- Term Goal 1
f. left To improve ability to use sensory information to understand and effectively
interact with people and objects in school and home environments.

NOTES
Objective A
To demonstrate improved accommodation to touch sensations,
-------------- (child's name) will:
"l. Accept anticipated touch during a group activity, _ out of _ times.
"2. Accept hands-on assistance during task performance without showing
signs of discomfort, for _ seconds.
3. Accept unexpected touch without behavioral overreactions, _% of the
time.
*4. Sit or stand in a group without behavioral overreactions, _% of the
time.
*5. Participate in various tactile activities (such as sand, clay, glue, finger
painting, food preparation, and finger feeding) without behavioral
overreactions, _% of the time.
*6. Participate in school activities without engaging in nonpurposeful
bumping, banging, and crashing behaviors, _% of the time.
7. Recognize familiar small objects placed i n _ (Hand/Foot Usage) hand,
using sense of touch only, _% of the time.
8. Recognize shapes or lines "drawn" on back of _ (Hand/Foot Usage)
hand, when vision was occluded, _ out of _ times.
9. Indica te which finger was touched on back of _ (Hand/Foot Usage)
hand, when vision was occluded, _ out of _ times.
Customized objectives:
• These objectives are skills to be observed within the classroom setting. They may be especíally
useful in the total team-generated IEP models.
43
QUALIFIERS
School-Related Activities
a. physical education
b. playground
Long-Term Goal 1
c. classroom To improve ability to use sensory information to understand and effectively
d. fine motor interact with people and objects in school and home environments.
e. gross motor
f. postura!
g. desk top Objective B

h. (any specific activity
To demonstrate improved accommodation to movement sensations,
of your choice)
____________ (child's name) will:
Plane
l. Initiate participation in a _ (School-Related Activity) activity (slides,
a. horizontal
climbing, etc.) involving self-ímposed movement on an immobile surface
b. vertical
c. diagonal in a _ (Plane) plane for _ minutes.
d. circular
e. rotary 2. Initiate participation in a _ (Schaol-Related Activity) activity involving

f. pendular self-imposed movement on a movable surface in a _ (Plane) plane for
g. linear
minutes.
h. forward
i. backward
3. Partidpate in a functional activity involving imposed movement in a _
j. sideways
(Plane) plane for _ minutes.
k. forward, backward,
and sideways
l. multidirectional 4. Participate in a _ (School-Relaied Activity) activity involving imposed
movement on a movable surface in a _ (Plane) plane for _ minutes.
NOTES
5. Maintain partidpation in group movement activities involving changing
planes, directions, and rhythms for _ minutes, _ out of _ sessions.
44
QUALIFIERS
Size
a. small
b. medium
Long-Term Goal 1
c. large To improve ability to use sensory information to understand and effectively
d. __ -inch interact with people and objects in school and home environments.
N0TES
Objective e
To demonstrate improved awareness and discrimination of touch sensations,
----------- (child' s name) will:
l. Find _ (number) _ (Size) objects hidden in a container of textured
material (rice, sand, beans), within _ minutes, with vision occluded.
2. Differentiate between safe and dangerous touching of objects, _% of
the time.
3. Differentiate between necessary and unnecessary touching of objects
and/or people, _% of the time.
*4. Inhibit unnecessary touching of objects and/or people for _ minutes.
5. Point to the place on fingers that was touched lightly when vision was
occluded, within _ centimeters of accuracy.
6. Point to the place on arm or hand that was touched lightly when vision
was occluded, within _ centimeters of accuracy.
7. Feel shape placed in hand, with vision occluded, and identify corre
sponding object, given _ (number) choices, _ out of _ times.
8. Feel shape placed in hand, with vision occluded, and identify corre
sponding picture given, _ (number) choices, _ out of _ times.
9. Identify familiar, common objects placed in hand, with vision occluded,
out of times.
10. Match_ (number) out of _ (number) shapes, with vision occluded.
11. Match_ (number) out of _ (number) items by size, with vision
occluded.
12. Match_ (number) out of _ (number) textures, with vision occluded.
13. Point to the picture of a shape that matches the one "drawn" on hand
while vision was occluded, _ out of _ times.
14. Feel, with vision occluded, among many shapes and find the one preví
ously designated, _ out of _ times.
• These objectives are skills to be observed within the classroom setting. They may be especially
45
NOTES
Long-Term Goal 1
To improve ability to use sensory information to understand and effectively
Objective D
To demonstrate improved organization of auditory input _
(child' s name) will:
"l , Consistently stop activity and/or look up when appropriate (for ex
ample, in response to teacher, fire alarm, intercom).
"2. Remain seated and calm in a classroom while sounds (such as class bell,
car, airplane, or buzzer, etc.) occur, _% of the time.
*3. Continuously engage in an activity for _ minutes, with auditory
distractions.
"'4. Discriminate between relevant and irrelevant auditory stimuli as evi
denced by the ability to attend in the classroom, gym, and auditorium
for _ minutes, in the presence of auditory distractions.
5. Discriminate volume of sound by accurately describing i t a s loud, soft,
etc.,_ out of _ times.
"'6. Identify the location of sound, _ out of _ times.
"7. Identify and attend to sounds and warnings of potential harm within
environment, _% of the time.
"8. Follow _ (number) -step verbal directions without use of visual cues or
gestures, _% of the time.
9. Accurately repeat a _ (number) -step direction.
46
NOTES
Long-Term Goal 1
To improve ability to use sensory information to understand and effectively
Objective E
To demonstrate improved awareness and tolerance of olfactory (smell)
stimuli, (child' s name) will:
"l , Alert or respond when a scent has been introduced, _% of the time.
2. Identify and attend to potentially harmful odors within the environrnent,
_% of the time.
"3. Continue working in the presence of environmental odors (for example,
food, cleaning agents, perfume) _% of the time.
"'4. Engage in activities involving a scent (for exarnple, playing with clay
dough, cooking, gluing) for _ minutes, without adverse reactions or
undue distress.
47
JI
QUALIFIERS
Degree of Assistance
a. minimumOy)
b. moderate(ly)
Long-Term Goal 1
c. maximumOy) To improve ability to use sensory information to understand and effectively
d. verbal interact with people and objects in school and home environments.
e. hand-over-hand
f. physical
g. tactile Objective F
h. auditory
To demonstrate improved ability to calm self and inhibit nonpurposeful
i. visual
movements, (child' s name) will:
j. no
k. (any combination of
"l. With _ (Degree of Assistance) _ (Type of Assistance) participate in a
above)
stationary activity, with less than _ (number) extraneous movements,
Type of Assistance within minutes.
a. assistance
b. supervision "2. Participate in a stationary activity, with less than _ (number) extrane
c. guidance ous movements, within _ minutes.
d. prompt
e. demonstration
*3. Perform a desk-top activity for _ minutes, with less than _ (number)
f. cues
movement breaks.
g. in functional activi
ties
h. independently
*4. Participate in a motor activity, with less than _ (number) extraneous
i. with gravity (as- movements, within _ minutes.
sisted)
j. gravity eliminated Customized objectives:

k. against gravity
l. with facilitation
to
m. with adapted devices
n. passive
o. active
q. (any combination of
abo ve)
NOTES
48
2
To irnprove postural control to provide a stable base of
support needed to facilitate better hand use for manipu
lation of classroom materials, posture while working or
playing, and mobility in school and home environments.

QUALIFIERS
Body Parts
a. chest
b. abdomen
Long- Term Goal 2
c. knees To improve postural control to provide a stable base of support needed to
d. hips facilitate better hand use for manipulation of classroom materials, posture
e. shoulder
while working or playing, and mobility in school and home environments.
f. ankle
g. thigh
h. thumb Objective A
i. index finger
To demonstrate improved balance between flexor and extensor musculature
j. long/middle finger
(cocontraction), (child's name) will:
k. ring finger
l. little (pinky) finger

l. Maintain a lifted and extended posture of the head and upper body
NOTES from a prone position (on stomach), for _ seconds.
2. Maintain a lifted and extended posture of the legs, with the legs straight
and the thighs slightly off the floor, from a prone position (on stomach),
for seconds.
3. Maintain a lifted and extended posture of the entire body, from a prone
position (on stomach), for _ seconds.
4. Maintain an extended trunk and head position
with arms outstretched to the sides for
seconds, while lifted with support pro
vided at the _ (Body Parts) and the legs
wrapped around therapist's waist.
S. Maintain a lifted and curled position
of the neck and shoulders, with arms
crossed over chest, from a supine
position (on back), for _ seconds.
6. Maintain a lifted position of the knees into Objective A-4
the chest from a supine position (on back),
for seconds.
7. Maintain a lifted and curled posture of the entire body, with arms
crossed over chest, from a supine position (on back), for _ seconds.
8. While lifted, maintain grasp on
a dowel held parallel to body
when supine, with legs hooked
over dowel and head main
tained approximately _ inches
from dowel, for _ seconds.
9. Maintain a lifted and extended
posture of the head, upper body,
and legs while propelling a Objective A-8
scooterboard, in prone position (on
stomach), for a distance of _ feet.
(continued)
51
Long-Term Goal 2, Objective A (continued)
NOTES
10. Hold onto a bolster with arms and legs
wrapped around it and with back
positioned toward ceiling while bolster
is tilted at an angle of 45 degrees from
the floor, for _ seconds.
11. Hold onto a bolster with arms and legs
wrapped around it and with back toward
floor while bolster is tilted at an angle of
45 degrees from the floor, for _ seconds.
*12. Maintain a functional sitting posture with
upright head and trunk, hips at 90 degrees,
and feet flat on the floor, without support
from arms, during a fine motor activity, Objective A-10
for minutes.
*13. Maintain a functional sitting posture with upright head and trunk, hips
at 90 degrees, and feet flat on the floor, without support from arms,
during classroom fine motor activities, _% of the time.
52
QUALIFIERS
Pl.a.ne
a. horizontal
b. vertical
Long-Term Goal 2
c. diagonal To irnprove postura} control to provide a stable base of support needed to
d. circular facilitate better hand use for manipulation of classroom materials, posture
e. rotary
while working or playíng, and mobility in school and home environments.
f. pendular
g. linear
h. forward Objective B
í, backward
To improve spontaneous use of protective responses, _
j. sideways
and sideways
L multidirectional 1. Demonstrate a protective response (including extension of the arms)
when moved quickly forward while prone (on stomach) o v e r a large
NOTES ball, _ out of _ times.
"2. Demonstrate a protective response (including extension of the arms)
when shifted off balance in a _ (Plane) direction while sitting on the
floor, _ out of _ times.
3. Demonstrate a protective response (including extension of the arms)
when shifted off balance in a _ (Plane) direction while sitting in a
chair, _ out of _ times.
Custornized objectives:
53
QUALIFIERS
Hand/Foot Usage
a. preferred
b. nonpreferred
Long-Term Goal 2
e. right To improve postura! control to provide a stable base of support needed to
f. left facilitate better hand use for manipulation of classroom materials, posture
while working or playing, and mobility in school and home environments.

NOTES
Objective e
To improve balance/equilibrium reactions, (child's name)
will:
1. Respond with trunk, arm, and leg movement of one side when shifted
to the opposite side, while kneeling, _ out of _ times.
2. Respond with trunk, arm, and leg movement of one side when shifted
to the opposite side, while half kneeling, _ out of _ times.
"3. Respond with trunk, arm, and leg movement of one side when shifted
to the opposite side, while standing, _ out of _ times.
"4. Maintain sitting in a chair, without holding on, when shifted off balance
in any plane, _ out of _ times.
5. Maintain half-kneeling when shifted off balance in all planes, _ out of
times.
6. Maintain standing when shifted off balance in ali planes,_ out of _
times.
"lr'J. Maintain posture or position during functional activities while in sitting,
for minutes.
"8 . Maintain posture or position during functional activities while in stand
ing, for _ minutes.
"9 . Adapt posture as challenged by playground activities and/or equipment,
_% of the time.
10. Stand still on _ (Hand/Foot Usage) foot, with eyes open and arms
crossed over chest, for _ seconds.
11. Stand still on _ (Hand/Foot Usage) foot, with eyes closed and arms
crossed over chest, for _ seconds.
12. Walk on a _-inch wide balance beam for _ feet, _ out of _ times.
13. Walk on a _-inch wide balance beam using a heel-toe pattern for _
feet, _ out of _ times.
54
3
To improve functional shoulder, arm, and hand
control for greater success with fine motor tasks
and classroom and home manipulatives.

QUALIFIERS
Hand/Foot Usage
c. bilateral
g. unila teral Long-Term Goal 3

To improve functional shoulder, arm, and hand control for greater success
Body Movements
with fine motor tasks and classroom and home manipulatives.
i. prona tion/ prona ted
j. supina tion/ supina ted
l. neutral Objective A
To demonstrate purposeful and accurate reach toward objects,
NOTES
__________ (child' s name) will:
1. Use a visually directed _·_ (Hand/Foot Usage) approach in any direction,
out of times.
2. Use an auditorially directed _ (Hand/Foot Usage) approach in any
direction, _ out of _ times. ·
3. Use an appropriate _ (Body Mavement) forearm reach pattern, _ out
of times.
4. Use an appropriate reach pattem, _ out of _ times.
57
QUALIFIERS
Size
a. small
b. medium Long-Term Goal 3

c. large
d. _-inch
with fine motor tasks and dassroom and home manipulatives.
NOTES
Objective B
To demonstrate appropriate release patterns, (child' s name) will:
1. Purposefully use surface to assist in the release of an object, _ out of
times.
2. Utilize controlled release of an object above a _ (Size) container with
wrist extension, _ out of _ times.
3. Release a small object from a pincer grasp with wrist extension, _ out
of times.
4. Tower _ (number) _-inch blocks, _ out of _ times.
58
NOTES
Long-Term Goal 3
Objective e
To demonstrate appropriate grasp or pinch pattem, _
"l , Use voluntary flexion of fingers only against surface to grasp (rake)
object(s), _ out of _ times.
*2. Use flexion of fingers against object pressed into palm with thumb
adduction to grasp (palmar) object(s), _ out of _ times.
*3. Use flexion of fingers against object pressed into thumb side of palm
with thumb opposition to grasp (radial palmar) object(s), _ out of _
times.
*4. Hold object between opposed thumb and pads of fingers with no palm
involvement (radial digital grasp), _ out of _ times.
*S. Hold object between adducted thumb and side of index finger (lateral
pinch), _ out of _ times.
*6. Hold object between thumb and index finger (inferior pincer grasp), _
out of times.
*7. Hold object between pads of opposed thumb, index and long/middle
fingers (three-point grasp), _ out of _ times.
"8. Hold object between pads of opposed thumb and index finger with
thumb and finger slightly flexed (neat pincer), _ out of _ times.
"9. Hold object between tips of opposed thumb and index finger (fine
pincer), _ out of _ times.
*10. Use static tripod grasp when writing with a pencil, _% of the time.
*11. Use dynamic tripod grasp when writing with a pencil, _% of the time.
*12. Grasp presented objects using a functional or compensatory pattem, _
out of times.
*13. Use adaptive equipment to grasp presented objects, _ out of _ times.
59
QUALIFIERS
Hand/Foot Usage
a. preferred
e. right Long-Term Goal 3

f. left

b. playground
Objective D
c. classroom
To demonstrate a hand preference or dominance, (child's
d. fine motor
e. gross motor
name) will:
f. postura!
g. desk top l. Reach for and grasp objects with _ (Hand/Foot Usage) hand, _ out o
h. (any specific activity times.

of your choice)
2. Reach for an object and manipulate it with the same hand, _% of the
time.
a. minimum(ly)
b. moderate(ly)
3. With _ (Degree of Assistance) _ (Type of Assistance), initiate and
c. maximum(ly)
complete an activity consistently using the same hand, _% of the time.
d. verbal
e. hand-over-hand
f. physical 4. With _ (Degree of Assistance) _ (Type of Assistance), use nonpreferred
g. tactile hand only a s a n assisting hand during bimanual tasks, _% of the time.
h. auditory
i. visual
*5. Use drawing/writing implement with only _ (Hand/Foot Usage) hand,
j. no
_% of the time.
above)
*6. With _ (Degree of Assistance) _ (Type of Assistance), initiate and
complete a _ (School-Related Activity) using _ (Hand/Foot Usage) hand,

Type of Assistance
a. assistance _% of the time.
b. supervision
c. guidance 7. Perform most activities using a _ (Hand/Foot Usage) dominant pattem,
d. prompt _% of the time.

e. demons tra tion
f. cues
"8. Cut with scissors with dominant hand while other hand assists by
g. in functional
turning paper, _% of the time.
activities
h. independently
"9. Hold ruler in place with assisting hand while making pencil line with
i. with gravity
(assisted) dominant hand, _ out of _ times.
j. gravity eliminated
k. against gravity *10. With preferred hand, successfully use a spoon with _ (Degree of
l. with facilitation Assistance) _ (Type of Assistance), _% of the time.
to

*11. With preferred hand, successfully use a fork with _ (Degree of Assis
n. passive
tance) _ (Type of Assistance), _% of the time.
o. active
above)
60
QUALIFIERS
Hand/Foot Usage
e. right
f. left Long-Term Goal 3

NOTES
Objective E
To demonstrate intemalized awareness of the difference between two sides of
the body, (child's name) will:
l. Indicate which hand was weighted during an activity, within _ (num
ber) seconds after completing task, _ out of _ times.
"2. Identify right and left body sides/hands on self, within _ (number)
seconds, _ out of _ times. ·
*3. Identify right and left sides of an object, within _ (number) seconds,
out of times.
*4. Identify right and left sides of paper, within _ (number) seconds, _
out of times.
5. Move to the _ (Hand/Foot Usage) direction, within _ (number) seconds
when verbally cued, _ out of _ times.
*6. Identify right and left body parts during a motor activity such as
"Hokey Pokey," _ out of _ times.
*7. Identify the right or left sides of the paper, _% of the time.
"8. Form horizontal line on paper moving from left to right, with verbal
cues only, _ out of _ times.
"9. Form left-to-right and right-to-left diagonal lines on paper, with verbal
cues only, _ out of _ times.
61
QUALIFIERS
Fraction
1/4-inch
1/2-inch Long- Term Goal 3

3/4-inch
1 inch (2 inches, etc.)
NOTES
Objective F
To demonstrate arm midrange control/ grading of movement, using
appropriate force and accuracy, in order to perform physical education, art,
and classroom activities with control and precision, _
l. Throw a beanbag into a _-inch container from _ (number) feet away,
out of times.
2. Throw a _-inch ball into a _-inch container or hoop from _ (num
ber) feet away, _ out of _ times.
3. Toss rings or horseshoes to hit a game stick from _ (number) feet
away, _ out of _ times.
4. Throw any ball against a wall from a distance of _ (number) feet with
appropriate force for it to return safely, within _ (number) attempts.
S. Consecutively hit a balloon to eye level with hand while maintaining
elbow at side, _ out of _ times.
6. Place and balance a beanbag on a paddle or racket, toss it up approxi
mately _ (number) inches, and recatch it using only the paddle, _ out
of times.
7. Pla ce_ (number) sized pegs into a board without undershooting or
overshooting the holes, _ out of _ times.
"8. Color a simple _-inch shape, staying within _ (Fraction) of the
boundary.
>liJ. Stack _ (number) one-inch cubes without arm resting on table.
10. Hook _ (number) monkey or shape pieces together to f o rm a sus
pended chain.
11. Stack _ (number) pieces of a balancing block game without arm resting
on the table.
*12. Accurately pour liquid from a 1 /2-pint milk container into a small
plastic drinking cup, _% of the time.
13. Accurately pour liquid from a 1/2-gallon container into an 8-ounce
glass, _% of the time.
(continued)
62
14. Rest _ (number) marbles on holes of a large pegboard without jarring
QUALIFIERS
any other marbles while working.
Fraction
1/4-inch
15. Place the second triangular parquetry piece onto a square or diamond
1/2-inch
outline without displacing the first piece, within _ (number) attempts.
3/4-inch
1 inch (2 inches, etc.)

*16. Place four one-inch cubes together to f o r m a large square without
Degree of Assistance displacing the other cubes while working, within _ (number) attempts.
a. minimumfly)
b. moderate(ly) *17. Place parquetry blocks onto _ (number)-block design card without
c. maximumOy)
displacing previously placed blocks more than _ times.
d. verbal
e. hand-over-hand
18. Stand_ (number) dorninoes vertically, approximately one inch apart, to
f. physical
forro a chain without any falling.
g. tactile
h. auditory
i. visual *19. Press computer or electric typewriter keys with appropriate pressure to
j. no type only one character for each touch, _ out of _ times.
above) "20. Effectively remove from and/or insert tape recorder cassette i n _
(number) attemptís).
Type of Assistance
a. assistance
"2 1 . Maintain adequate pressure on glue bottle to evenly cover a _
b. supervision
(Fraction)-long line.
c. guidance
d. prompt
e. demons tra tion "22. Squeeze and release a standard glue bottle to f o rro _ (number) small
f. cues glue dots, within _ (number) attempts.
g. in functional
activities "23. Grasp objects (for example, homework paper, sandwich) without
h. independently
crushing, _% of the time.
i. with gravity
(assisted)
"24. Successfully use a spoon with _ (Degree of Assistance) _ (Type of
Assistance), _% of the time.
k. against gravity
l. with facilita tion
to Custornized objectives:
n. passive
o. active
abo ve)
• These objectives are skills to be observed within the classroorn setting. They rnay be especíally
useful in the total tearn-generated IEP rnodels.
63
QUALIFIERS
a. minimumOy)
b. moderate(ly) Long-Term Goal 3

c. maximum(ly)
d. verbal
e. hand-over-hand
f. physical
g. tactile
Objective G
h. auditory
To demonstrate improved arm strength and stability, which are needed as a
i. visual
foundation for controlled movement, (child' s name) will:
j. no
above) 1. Reach with alternating hands while propped on forearms in prone (on
stomach), for _ (number) minutes (for example, while turning pages of

Type of Assistance a book/ assembling puzzles).
a. assistance
b. s u p e r v i s i ó n
2. With _ (Degree of Assistance) _· (Type of Assistance), reach with free
c. guidance
hand while supported on other forearm in side-sit position, for _
d. prompt
(number) minutes on each side (for example, while stacking blocks/
e. demons tra tion
playing board game).
f. cues
g. in functional
activities 3. With _ (Degree of Assistance) _ (Type of Assistance), reach with free
h. independently hand across midline while supported on an extended arm in side-sit

i. with gravity (assisted) position, for _ (number) minutes on each side (for example, while
assembling puzzles/playing with pegboard).
k. against gravity
4. With _ IDegree of Assistance) _ (Type of Assistance), reach with alter
to
nating hands while maintaining quadriped (hands and knees), for _
(number) minutes (for example, while rolling a ball).
n. passive
o. active
p. adaptive techniques 5. Reach with alternating hands while prone on extended arms o v e r a _
q. (any combination of (Size) bolster (diameter larger than child's arm length) which is placed
abo ve) under the _ (Body Part), for _ (number) minutes.
Size
6. Reach with alternating hands while prone on extended arms over a _
a. small
(Size) ball (diameter larger than child's arm length) which is placed
b. medium
under the _ (Body Part), for _ (number) minutes.
c. large
7. With _ (Degree of Assistance) _ (Type of Assistance), reach with alter

Body Parts
a. chest nating hands across midline while leaning back on extemally rotated
b. abdomen and extended arms in a long-sitting position, for _ (number) minutes
c. knees (for example, while throwing beanbags at a target).
d. hips
e. shoulder
8. Push off from a wall using hands while prone (on stomach) on a
f. ankle
scooterboard, ending with hands at least _ (number) feet from the wall, ·
g. thigh
times.
h. thumb
i. index finger
k. ring finger
(contin
• These objectives are skills to be observed within the classroom setting. They may be espec.�
64
"9. Use an overhand method to throw a _ (Type of Ball) ball for a distance
QUALIFIERS
of (number) feet.
Body Parts
a. chest
10. Propel a scooterboard while prone (on stomach) for _ (number) feet,
b. abdomen
using hands only.
c. knees
d. hips
e. shoulder 11. Wheelbarrow-walk for a distance of _ (number) feet, with support
f. ankle provided at the _ (Body Part).
g. thigh
h. thumb *12. Participate in a _ (School-Related Activity) activity, for _ (number)

i. index finger
minutes, with _ (number) rest periods.
k, ring finger
13. Pull along a rope using a hand-over-hand pattern, while prone (on
stomach) on a scooterboard, for a distance of _ (number) feet.
Type of Ball
a. volley
14. Pull along a _ (number)-foot rope, using a hand-over-hand pattem,
b. beach while prone (on stomach) in a netswing.
c. _-inch playground
d. _-inch therapy *15. Independently _ (push/pull) open a school lavatory and/or exit <loor.
e. hard
f. tennis
*16. Pull a wagon which h a s _ (number) child(ren) in it for a distance of
g. basket
_ (number) feet.
h. _-inch foam
i. base
*17. Push a classroom desk a distance of (number) feet.
j. medicine
k. racket
l. Wiffle® 18. Move self forward and back _ (number) times while sitting tailor
m. cage fashion on a scooter and _ (pushing/pulling) while holding onto adult's
hands.
*19. Carry mealtime items with _ (Degree of Assistance) _ (Type of Assis
b. playground
tance), _% of the time.
c. classroom
d. fine motor
*20. Pour liquids without spilling with _ (Degree of Assistance) _ (Type of
e. gross motor
Assistance), _% of the time.
f. postura!
g. desk top
h. (any specific activity Customized objectives:
of your choice)
Type of Assistance
(see page 64)
iffle® is a registered
trademark of The Wiffle Ball,
lnc., Shelton, CT. • These objectives are skills to be observed within the classroom setting. They may be especially
65
QUALIFIERS
Body Parts
a. chest
b. abdomen Long-Term Goal 3

c. knees
d. hips
e. shoulder
f. ankle
g. thigh Objective H
h. thumb
To demonstrate isolated finger control, (child's name) will:
i. index finger
k. ring finger *1. Extend each finger consecutively as in counting, _% of the time.
*2. Point or poke with index finger, keeping all other fingers flexed, _% of
NOTES the time.
*3. Trace desired form with one extended finger, _ out of _ times.
*4. Trace desired form with one extended finger keeping all others flexed,
out of times.
5. Abduct and adduct extended fingers, _ (number) times, within
(number) seconds.
6. Consistently touch thumb to each finger one at a time, as in finger
circles.
7. Consecutively touch thumb to each fingertip one a t a time (opposition),
out of times.
8. Flick marble with thumb and _ (Body Part) finger, within _ (number)
attempts.
9. Flick marble with each finger consecutively, within _ (number)
attempts.
*10. Depress intended keyboard characters with only extended _ (Body
Part) finger, _ out of _ times.
*11. Reach keyboard characters with an individual finger while maintaining
other fingers in home-row position, _% of the time.
*12. Use appropriate fingers to produce recognizable signs for communicat
ing in sign language, _% of the time.
*13. Draw _ (number) vertical lines connecting two parallel lines which are
_ (number) inches apart, using only isolated finger movements, _ out
of times.
*14. Draw _ (number) circles between two parallel lines which are
of times.
(continued)
66
*15. Draw _ (number) connected loops between two parallel lines which are
QUALIFIERS
Graphomotor
of times.
a. manuscript
b. cursive
*16. Use isolated finger movements to write the alphabet i n _ (upperliouier)
c. upper
case __ (manuscript/cursive) writing, for _ (number) of the 26 letters.
d. lower
NOTES Customized objectives:
67
NOTES
Long-Term Goal 3
Objective I
To demonstrate in-hand manipulation, (child' s name) wil l:
"l , Forro a spaghetti-like strand of clay or dough by rolling the clay
between the thumb and first two fingertips, _ out of _ times.
2. Forro a ball from a _-inch piece of paper with one hand, _ out of
times.
3. Grasp and then place a _-inch peg using only the same hand for any
change in orientation, _ out of _ times.
4. P i c k u p _ (number) small pegs, one a t a time, and retain them in the
palm of same hand, _ out of _ times.
5. Move a rubber band from around finger MCP joints
(knuckles) to the fingertips and thumb, using thumb
and finger movements only, _ out of _ times.
6. Move a rubber band from around index and middle
finger MCP joints (knuckles) to fingertips and thumb,
using thumb and finger movements only, _ out of
times.
7. Hold and then move a coin or chip from palm of
hand to fingertips, using same hand, _ out of
times. Objective I-5
"8. Hold and sort _ (number) cards, one a t a time, with one hand, _ out
of times.
"9. Hold and sort _ (number) coins, one a t a time, with one hand, _ out
of times.
*10 . Altemately sort _ (number) paper clips and _ (number) pennies from
the palm of the same hand, within _ (number) attempts.
11. Hold _ (number) pegs in palm of hand and, using same hand, place
pegs one a t a time into pegboard without dropping any, _ out of _
times.
12. Spin a small top or jack, _ out of _ times.
(continued)
68
*13. Twist an object (for example, a tube cap, knob, screw, or combination
NOTES
lock) using only thumb and finger movements, _% of the time.
*14. Hold pencil in the air with tripod grasp and walk fingers up and down
pencil shaft _ (number) times, using _ (number) steps.
*15. Hold pencil in air with tripod grasp and fully rotate so that markings on
pencil shaft move in a clockwise direction, then counterclockwise, _
(number) consecutive times each.
*16. Twirl pencil in a complete circular pattern, passing it end-over-end using
only thumb, index, and middle fingers, _ (number) consecutive times.
*17. Reposition pencil from writing position to erasing position, using only
one hand, _ out of _ times.
69
NOTES
Long-Term Goal 3
Objective J
To demonstrate prescissor skills, (child' s name) will:
l. Use squeeze tongs to pickup and release _ (number) cotton balls.
2. Use squeeze tongs to p i c k u p and release _ (number) one-ínch blocks.
3. Use squeeze tongs to pickup and .release _ (number) marbles.
4. Use squeeze tongs to p i c k u p and release _ (number) small objects.
5. Use scissor tongs to pickup and release _ (number) cotton balls.
6. Use scissor tongs to p i c k u p and release _ (number) one-inch blocks.
7. Use scissor tongs to p i ck u p and release _ (number) marbles.
8. Use scissor tongs to p i c k u p and release _ (number) small items.
9. Use tweezers to p i c k u p and release _ (number) small objects.
*10. Use a hole punch to punch _ (number) holes on dots.
11. Use tongs to pickup and release items (for example, food from salad
bar).
• These objectives are skills to be observed within the classroom setting. They may be especia.Ily
70
QUALIFIERS
Classroom Tools
a. standard classroom
scissors Long-Term Goal 3

b. squeeze or easy-grip
scissors
c. adapted scissors
d. sharp scissors
e. ruler
Objective K
f. stapler
Objectives 1 through 13 are task oriented. Objectives 14 through 21 are
g. compass
h. hole punch quality oriented. Objectives from both areas are recommended.
i. pencil sharpener
j. one-inch blade To develop and refine scissor skills using appropriate hand positioning,
scissors ___________ (child's name) will:
k. tape dispenser
Task-Oriented Objectives:
NOTES
"l , Use one hand to open and close _ (Classroom Tool) _ times
consecutively.
*2. Snip edge of paper _ times, using _ (Classroom Tool).
>13. Cut off pieces of paper, using _ (Classroom Tool).
*4. Cut paper with _ (number) consecutive movements, using
(Classroom Tool).
*5. Cut completely across a _-inch paper, using _ (Classroom Tool).
*6. Cut along a _-inch line, within _-inch accuracy, using _ (Classroom
Tool).
*7. Cut along a _-inch zigzag line containing _ (number) diagonals,
within _-inch accuracy, using _ (Classroom Tool).
"8. Cut along a _-inch 5-curved line, with _-inch accuracy, using _
(Classroom Tool).
"9. Cut out a _-inch square, with _-inch accuracy, using _ (Classroom
Tool).
*10. Cut out a _-inch triangle, with _-inch accuracy, using _ (Classroom
Tool).
*11. Cut out a _-inch circle, with _-inch accuracy, using _ (Classroom
Tool).
*12. Cut out a simple _-inch form containing angles and curves, with
_-inch accuracy, using _ (Classroom Tool).
*13. Cut out a complex _-inch form containing angles and curves, with
_-inch accuracy, using _ (Classroom Tool).
(continued)
71
Long-Term Goal 3, Objective K (continued)
QUALIFIERS
Classroom Tools
Quality-Oriented Objectives:
*14. Cut using a neutral (thumbs up) approach with both hands, _% of the
scissors
time, using _ (Classroom Tool),
scissors
c. adapted scissors *15. Reposition the paper-holding hand while cutting, _% of the time.
d. sharp scissors
e. ruler *16. Attend to details such as sharp comers or rounded edges when cutting,
f. stapler
_% of the time.
g. compass
h. hole punch
*17. Cut, using a balance of thumb and finger flexion and extension, _% of
i. pencil sharpener
the time, using _ (Classroom Tool).
j. one-inch blade
scissors
k. tape dispenser
*18. Cut, grasping the scissors with the thumb and first two fingers, _% of
the time, using _ (Classroom Tool).
NOTES
*19. Cut, grasping the scissors with the thumb and middle or index finger,
_% of the time, using _ (Classroom Tool).
"20. Cut paper, opening and closing
scissor blades only halfway, _%
of the time.
"2 1 . Cut, with scissor holes maintained
at the middle of the thumb and
fingers, _% of the time.
Objective K-20
72
QUALIFIERS
Hand/Foot Usage
c. bilateral

f. Jeft

Body Parts
i. index finger
j. Jong/middle finger
Objective L
k. ring finger
To maintain or improve passive range of motion, needed for activities such
as reaching and self-help tasks, (child' s name) will:
Body Movements
a. flexion l. Allow /tolerate _ (number) degrees of _ (Hand/Foot Usage) shoulder
b. extension _ (Body Movement).

c. abduction
d. adduction
2. Allow /tolerate _ (number) degrees _of _ (Hand/Foot Usage) elbow
e. externa! rotation
_ (Body Movement).
f. interna! rotation
g. ulnar deviation
3. Allow /tolerate _ (number) degrees of _ (Hand/Foot Usage) forearm
h. radial deviation
_ (Body Movement).
i. prona tion/ prona ted
j. supina tion/ supina ted
k. opposi tion/ opposed 4. Allow /tolerate _ (number) degrees of _ (Hand/Foot Usage) wrist
l. neutral _ (Body Movement).

m. (any combination of
above)
5. Allow /tolerate _ (number) degrees of _ (Hand/Foot Usage) thumb
_ (Body Movement).
NOTES
6. Allow /tolerate _ (number) degrees of _ (Hand/Foot Usage) _ (Body
Part) finger _ (Body Movement).
73
QUALIFIERS
Hand/Foot Usage
c. hila teral

f. left

Body Parts
i. index finger
Objective M
k. ring finger
To maintain or improve active range of motion, needed for activities such as
reaching and self-help tasks, (child' s name) will:
Body Movements
a. flexion l. Demonstrate _ (number) degrees of _ (Hand/Foot Usage) shoulder
b. extension _ (Body Movement).

c. abduction
d. adduction
2. Demonstrate _ (number) degrees of _ (Hand/Foot Usage) elbow
e. external rotation
_ (Body Movement). ·
f. internal rotation
g. ulnar deviation
3. Demonstrate _ (number) degrees of _ (Hand/Foot Usage) forearm
h. radial deviation
_ (Body Movement).
i. pronation/pronated
j. supination/supinated
k. opposi tion/ opposed 4. Demonstrate _ (number) degrees of _ (Hand/Foot Usage) wrist
l. neutral _ (Body Movement).

m. (any combination of
above)
5. Demonstrate _ (number) degrees of _ (Hand/Foot Usage) thumb
_ (Body Movement).
NOTES
6. Demonstrate _ (number) degrees of _ (Hand/Foot Usage) _ (Body
Part) finger _ (Body Movement).
74
NOTES
Long- Term Goal 3

Objective N
To maintain or improve functional range of motion, tchild' s
name) will:
1. Extend involved arm(s) over head as in raising hand to answer a
question.
2. Extend involved arm(s) out to the front (for example, reach for a pencil
at top of desk).
3. Extend involved arm(s) to the sides (for example, to space self arm's
distance apart for group activity).
4. Place hand(s) across chest, to touch opposite shoulder(s) (for example, to
adjust coat).
5. Touch hand(s) to shoulder(s) on the same side.
6. Place hands behind the neck with elbows out to the side (for example,
to adjust collar).
7. Put hands behind the back with the elbows out to the side, at waist
level (for example, to tuck shirt into pants).
8. Turn palms up and down while keeping elbows flexed at sides (for
example, to turn paper over and back).
9. Place palms together and raise elbows until forearms are horizontal
across chest, for wrist extension (as if a seal clapping).
10. Move hand side to side, up and down at wrist, in a waving motion.
11. Make a tightly closed fist (for exarnple, to crumple paper).
12. Open hand cornpletely and spread fingers (for exarnple, to trace hand).
75
4.
To improve motor planning to enhance quality of move
ment and efficient organization of self for effective partici
pation in school and home activities.

QUALIFIERS
Long-Term Goal 4
PI.a.ne
a. horizontal To improve motor planning to enhance quality of movement and efficient
b. vertical organization of self for effective participation in school and home activities.
c. diagonal
d. circular
e. rotary
Objective A
f. pendular To demonstrate improved awareness of positions and movements of body
g. linear parts (proprioception/k.inesthesia), (child' s name) will:
h. forward
i. backward
1. With eyes closed, accurately duplicate an imposed position on self (as
j. sideways
placed by therapist) on the opposite side of the body, executing
_ (number) positions.
and sideways
l. multidirectional
2. With eyes closed, duplicate an imposed movement and accurately
Graphomotor execute the same movement on the 'opposite side of body, performing
a. manuscript (number) movements.
b. cursive
c. upper
*3. Trace a single _-inch line _ times and then, with eyes closed, draw
d. lower
the same length line, within _-inch accuracy.
e. A to Z
*4. Draw _ (Plane) line on a chalkboard with eyes closed, correctly

Shapes
a. vertical line imitating the previously demonstrated visual and physical movement,
b. horizontal line out of times.
c. circle
d. crossed lines *S. Draw a _ (Plane) line on paper with eyes closed, correctly imitating
e. X
the previously demonstrated visual and physical movement, _ out of
f. square
times.
g. triangle
h. vertical diamond
*6. Form _ (upper/lawer)-case letter _ ( A t o Z), using _ (manuscript/
i. horizontal diamond
cursive) writing on the chalkboard, with eyes closed, correctly imitating
NOTES the previously demonstrated visual and physical movement, _ out of
times.
"14'!. Form _ (upper/lawer)-case letter _ (A to Z), using _ (manuscript/
cursive) writing on paper, with eyes closed, correctly imitating the
previously demonstrated visual and physical movement, _ out of _
times.
"8. Write own name on paper, using _ (manuscript/cursíve) writing, with
eyes closed, correctly imitating the previously demonstrated visual and
physical movement, _ out of _ times.
"9. Imitate a _ (Shape) recognizably, _ out of _ times.
*10. Grade pressure applied when writing or coloring so as not to break the
implement or wrinkle or rip the paper, _% of the time.
(continued)
79
QUALIFIERS
Graphomotor
a. manuscript
_ inches apart, within _-inch accuracy.
b. cursive
c. upper
d. lower *12. Draw _ (number) vertical lines connecting parallel lines _ inches
e. A to Z apart, using a top-to-bottom orientation, _ out of _ times.
NOTES *13. Copy _ (upper/lower)-case letter(s)_ (A to Z), i n _ (manuscript,
cursive) writing, using correct directionality of letter formation, _ out of
times .
*14. Copy the letters _ (A to Z), with proper formation, orientation, and
closure, _ out of _ times.
*15. Form (upper/lower)-case letter(s) _ (A to Z), on request, i n _ (manu
script/cursive) writing, using correct directionality of letter formation, _
out of times.
• These objectives are skills to be observed within the classroom setting. They may be especiail
80
NOTES
Long-Term Goal 4
To improve motor planning to enhance quality of movement and efficient
organization of self for effective participation in school and home activities.
Objective B
To demonstrate the ability to generate (think of) ideas for action,
___________ (child' s name) will:
"l. Physically or verbally communicate _ (number) ideas for play or work
activities without cues.
"2. Physically or verbally communicate -._ (number) ideas for play or work
activities with _ (number) cues by therapist.
"3. Physically or verbally communicate _ (number) ideas for play or work
activities when presented with _ (number) choices.
81
NOTES
Long-Term Goal 4
ObjectiveC
To demonstrate the improved ability to plan a course of action, _
"l . Specify at least _ (number) steps needed to correctly sequence the
movements required to perform a given task.
"2. Communicate _ (number) ideas of how to motorically interact with
_ (specify object).
*3. Specify how to accomplish _ (number) components of an obstacle
course consisting of _ (specify objects).
• These objectives are skills to be observed within the classroom setting. They may be especia.Il
82
NOTES
Long-Term Goal 4
Objective D
To demonstrate the improved ability to execute movement(s), _
l. Assume _ (number) postures that involve movement of only one arm
or leg, within _ (number) seconds of demonstration.
2. Assume _ (number) symmetrical postures, within _ (number) seconds
of each demonstration (for example, raise both hands above head at the
same time).
3. Assume _ (number) asymmetrical postures involving _ (number) body
parts, within _ (number) seconds of each demonstration (for example,
simultaneously cross ankles, touch head and hip).
*4. Perform _ (number) continuous movements of only one arm or leg,
within (number) seconds of demonstration and sustain the move-
ments for _ (number) seconds (for example, tum handle of pencil
sharpener, diadokokinesis).
*5. Perform _ (number) continuous symmetrical movements, within _
(number) seconds of the demonstration and sustain the movement for
(number) seconds (for example, jumping, clapping, doing jumping jacks).
*6. Catch a bounced _-inch ball outside of arm's reach, requiring a
postura! adjustrnent, _ out of _ times.
7. Perform _ (number) continuous asymmetrical movements involving
_ (number) body parts, within _ (number) seconds o f ñ
demonstration and sustain for (number) seconds '
(for example, hopping, bilateral finger-nose test). �
8. Perform _ (number) simultaneous reciproca} move
ments involving _ (number) body parts, within
_ (number) seconds of demonstration, and sustain
for _ (number) seconds (for example, skipping,
alternating fists).
>l<J . Join both sides of jacket zipper and zip coat,
within _ (number) attempts.
*10. Independently open milk carton without
spilling.
(continued)
Objective D-8
83
Long-Term Goal 4, Objective D (continued)
QUALIFIERS
Hand/Foot Usage
*11. Independently open milk carton without
c. bila tera 1
spilling, within _ (number) seconds.
g. unilateral
h. syrnmetrical(ly)
i. asymmetrical(ly) *12. Independently place a rubber band around a variety of objects to keep
j. reciproca! them closed or bound, _ out of _ times.
k. alternate(ly)(ing)
q. (any combination of 13. Independently pump a swing after an initial push, sustaining the
bilateral, unilateral,
swing's motion for _ minutes.
syrnmetrical, asyrn
metrical, reciproca!
14. lndependently move a swing using a pumping action from a stopped
alterna tes)
position, sustaining the swing's motion for _ minutes.
15. Jump rope _ consecutive times.
a. minimum(ly)
b. moderate(ly)
c. maximum(ly) *16. Execute a _ (number)-step _ (Hand/Foot Usage) task, given only verbal
d. verbal direction, within _ (number) seconds.
e. hand-over-hand
f. physical *17. Complete a specific _ (number)-step activity as demonstrated (for

g. tactile
example, packing a book bag, completing an obstacle course, folding a
h. auditory
paper airplane).
i. visual
j. no
*18. Complete a specific _ (number)-step activity following verbal directions
above) (for example, packing a book bag, completing an obstacle course, folding
a paper airplane).
Type of Assistance
a. assistance *19. Complete a specific _ (number)-step activity with only initial directions
b. supervision (for example, packing a book bag, completing an obstacle course, folding
c. guidance
a paper airplane).
d. prompt
e. demons tra tion

*20. Complete a specific _ (number)-step activity without direction (for
f. cues
example, packing a book bag, completing an obstacle course, folding a
g. in functional
activities paper airplane).
h. independently
i. with gravity *2 1 . Follow a _ (number)-step direction with _ (Degree of Assistance) _
(assisted) (Type of Assistance), _% of the time.

k. against gravity
to
n. passive
o. active
above)
84
To improve bilateral coordination to enhance movement
efficiency and functional participation in school and home
activities.
NOTES
Long- Term Goal 5

To improve bilateral coordination to enhance movement efficiency and
functional participation in school and home activities.
Objective A
To demonstrate efficient crossing midline of the body, (child's
name) will:
*l. Use one hand to retrieve and/or place_ (number) objects on the
opposite side of the body.
2. Trace over a _-inch horizontal
figure-8 pattem _ times, while
sitting a t a desk, with minimal
displacement or tuming of body
from midline no more than
_ time(s).
3. Trace over a -inch horizontal
figure-8 pattem _ times, while
standing, with minimal dis
placement or turning of body
from the midline no more than
_ time(s).
4. Complete_ (number) consecutive
crossover patterns of a clapping

Objective A-5
hand song (for example, patty cake),
within (number) seconds.
5. Stand with feet straddling a line and use only a
foot-over-foot pattern to walk forward while
stepping over the line for _ (number) feet.
6. Use only a foot-over-foot pattern to walk sideways
along a _-foot long line and retum while facing
in the same direction.
7. Spontaneously cross midline when appropriate
to the task, _% of the time.
87
QUALIFIERS
Type of Ball
a. volley
b. beach Long-Term Goal 5

c. _-inch playground
d. _-inch therapy
e. hard
f. tennis
g. basket
Objective B
h. _-inch foam
To demonstrate the ability to simultaneously use both sides of the body to
i. base
perform the same movements (symmetrical), (child's name) will:
j. medicine
k. racket
l. Wiffle® l. Push a rolling _ (Type of Ball) ball to wall or partner _ (number)
m. cage consecutive times.
Sizes
"2. Throw a _-inch ball from midline of body to within 20 degrees of
a. small
partner, or target, _ out of _·times.
b. medium
c. large
*3. Catch a _-inch ball with hands, _ out of _ times.
d. -inch
4. Jump up and land with both feet together, _ (number) consecutive

NOTES
times.
5. Jump forward with both feet together, _ (number) consecutive times,
*6. Pull apart _ (number) _ (Size) pop-beads.
*7. Push together _ (number) _ (Size) pop-beads.
"8. Scoop u p a quantity of small objects or sand with the hands, and trans
fer into a container which i s _ inches away, without separating hands
until reaching the container.
9. Remove _ (number) pairs of _-inch pegs from a pegboard, with both
hands, and place into a container at midline.
10. Propel self forward, using hands symmetrically _ (number) times while
prone on a scooterboard, _ out of _ times.
11. Propel self forward, using feet symmetrically, _ (number) times, while
sitting on a scooterboard, _ out of _ times.
12. Drop a _-inch ball from midline and, after one bounce, catch it with
both hands, _ out of _ times.
13. Hit a _ (Type of Ball) ball against a wall _ (number) consecutive
times, using hands symmetrically.
14. Kick a rolled _ (Type of Ball) ball with both feet _ (number) consecu
tive times while sitting on floor and leaning back on extended arms.
(continued
Wiffle® is a registered
trademark of The Wiffle Ball,

Inc., Shelton, CT.
88
""15. Carry lunch tray with both hands successfully.
QUALIFIERS
16. Simultaneously draw _ (number) pairs of _ (Plane) lines on chalk

rizontal
board, using both hands.
17. Simultaneously draw _ (number) pairs of _ (Plane) lines on paper,
using both hands.
18. Move two streamers away from the body, using arms in a circular
pattem starting at midline, _ (number) consecutive times.
ideways
19. Perform _ (number) jumping jacks, within _ (number) seconds.
forward, backward,
and sideways
multidirectional
NOTES
89
QUALIFIERS
Sizes
a. small

c. large
d. -inch
a. minimum(ly) Objective e
b. moderate(ly)
To demonstrate the ability to simultaneously use both hands/sides of the
c. maximum(ly)
body to perform different movements (asymmetrical), (child's
d. verbal
e. hand-over-hand name) will:
f. physical
g. tactile l. Use involved extremity as a functional assist, _% of the time.
h. auditory
i. visual *2. Consistently stabilize a bowl with one hand while stirring or scooping
j. no
food with a spoon held in the other hand.
abo ve)
*3. Successfully open a _-inch jar, using one hand to stabilize the jar and
the other to unscrew the lid, _ out of _ times.

Type of Assistance
a. assistance
b. supervision *4. Open door with one arm while holding objects in other arm, _ out of
c. guidance times.
d. prompt
e. demons tra tion *5. Stabilize paper with one hand while coloring or writing with the other,
f. cues
_% of the time.
g. in functional
activities
6. String _ (number) _-inch beads, using one hand to p i c k u p and
h. independently
manipulate the bead and the other hand to manage the string.
i. with gravity
(assisted)
j. gravity eliminated 7. Successfully unscrew a nut from a _-inch bolt or screw, _ out of
k. against gravity times.
to "8. Open a 1 /2-pint milk carton, using both hands, _ out of _ times.
n. passive
"9. Accurately pour liquid from a 1/2-pint container into a small drinking
o. active
cup held in the other hand, _% of the time.
*10. Successfully sharpen a pencil, using a manual classroom pencil sharp
above)
ener, _% of the time.
NOTES
*11. Hold ruler in place with one hand (nondominant) while drawing a
straight line along the ruler edge with the other hand (dominant), _
out of times.
*12. Completely erase pencil markings without wrinkling or ripping the
paper, _% of the time.
*13. Hold a stencil in place while drawing along the stencil edges, with fewer
than _ (number) slips.
*14. Tie shoelaces in a bow with _ (Degree of Assistance) _ (Type of Assis
useful in the total tearn-generated IEP rnodels.
90
QUALIFIERS
Sizes
a. small

c. large
d. _-inch
a. minimum(ly) Objective e
b. moderate(ly)
To demonstrate the ability to simultaneously use both hands/sides of the
c. maximum(ly)
body to perform different movements (asymmetrical), (child's
d. verbal
name) will:
e. hand-over-hand
f. physical
g. tactile l. Use involved extremity as a functional assist, _% of the time.
h. auditory
i. visual *2. Consistently stabilize a bowl with one hand while stirring or scooping
j. no
food with a spoon held in the other hand.
abo ve)
"3. Successfully open a _-inch jar, using one hand to stabilize the jar and
the other to unscrew the lid, _ out of _ times.

Type of Assistance
a. assistance
b. supervision *4. Open door with one arm while holding objects in other arm, _ out of
c. guidance times.
d. prompt
e. demons tra tion *5. Stabilize paper with one hand while coloring or writing with the other,
f. cues
_% of the time.
g. in functional
activi ties
6. String _ (number) _-inch beads, using one hand to p i c k u p and
h. independently
manipulate the bead and the other hand to manage the string.
i. with gravity
(assisted)
j. gravity eliminated 7. Successfully unscrew a nut from a _-inch bolt or screw, _ out of
k. against gravity times.
to "8. Open a 1 /2-pint milk carton, using both hands, _ out of _ times.
n. passive
"9. Accurately pour liquid from a 1/2-pint container into a small drinking
o. active
cup held in the other hand, _% of the time.
*10. Successfully sharpen a pencil, using a manual classroom pencil sharp
above)
ener, _% of the time.
NOTES
*11. Hold ruler in place with one hand (nondominant) while drawing a
straight line along the ruler edge with the other hand (dominant), _
out of times.
*12. Completely erase pencil markings without wrinkling or ripping the
paper, _% of the time.
than _ (number) slips.
*14. Tie shoelaces in a bow with _ (Degree of Assistance) _ (Type of Assis
• These objectives are skills to be observed within the dassroom setting. They may be especially
90
Long-Term Goal 5
playground To improve bilateral coordination to enhance movement efficiency and
therapy
Objective D
To demonstrate ability to simultaneously use both sides of the body to
perform rhythmical reciprocal movements, (child' s name) will:
1. Crawl on hands and knees for a distance of (number) feet.
2. Propel self forward, using feet in a walking pattem, for a distance of
NOTES _ (number) feet, while sitting on a scooterboard.
3. Propel self forward, using hands altemately, for a distance of
_ (number) feet, while prone on a scooterboard.
*4. Ascend _ (number) steps, placing only one foot on each step. (Hand
support permitted.)
*5. Descend _ (number) steps, placing only one foot on each step. (Hand
support permitted.)
6. Use a foot-driven stationary or mobile car or bike, for _ (number)
minutes.
7. Use a hand-driven stationary or mobile car or bike, for _ (number)
minutes.
8. Pull _ (number) feet of rope to self, using a hand-over-hand pattern,
while sitting.
9. Wring or twist a washcloth _ times.
10. Hit a balloon into the air, using hands in alternating pattem, _ (num
ber) consecutive times.
11. Bounce a _ (Type of Ball) hall, using hands in alternating pattem,
(number) consecutive times.
12. Open the fingers of one fisted hand while forming a fist with the other
hand, _ times, altemating fists.
13. Altemately tap isolated index fingers while wrists are stabilized, for
(number) sets.
91
ca
To improve ocular motor control for greater success in
reading, writing, copying, and eye-hand coordination
tasks.
QUALIFIERS
Duration
a. seconds
b. minutes Long-Term Goal 6

c. repetitions
To improve ocular motor control for greater success in reading, writing,
copying, and eye-hand coordination tasks.

a. minimum(ly)
b. moderate(ly)
Objective A
c. maximum(ly)
To demonstrate visual focusing skills, (child' s name) will:
d. verbal
e. hand-over-hand
f. physical
"I. Focus for _ seconds on the face of the person speaking.
g. tactile
h. auditory "2. Focus for _ seconds on an object being held or manipulated.
i. visual
j. no *3. Maintain visual focus on task for _ (number) _ (Duration) with _

k, (any combination of
(Degree of Assistance) _ (Type of Assistance) _% of the time.
above)
Type of Assistance
a. assistance
b. supervision
c. guidance
d. prompt
e. demons tra tion
f. cues
g. in functional
activities
h. independently
i. with gravity
(assisted)
k. against gravity
to
n, passive
o. active
above)
NOTES
95
QUALIFIERS
Plane
a. horizontal
b. vertical Long-Term Goal 6

c. diagonal
d. circular
e. rotary
f. pendular
g. linear
Objective B
h. forward
To demonstrate visual tracking, (child' s name) will:
i. backward
j. sideways
k. forward, backward, l. Maintain visual contact with a descending balloon from _ (number) feet
and sideways above head to the floor.
l. multidirectional
2. Successfully follow a Wiffle® ball suspended from a _ (number)-foot

NOTES string as it swings horizontally at eye level, for _ (number) seconds.
3. Follow a brightly colored object placed 12 inches from face in a
_ (Plane) plane, using binocular coordination, _ out of _ times.
4. Maintain visual contact for _ (number) seconds with a car or marble as
it races through a multiplane track.
*S. Disassociate eye movements from the head during functional activities,
_% of the time.
6. Use disassociated eye movements from the head to successfully follow a
Wiffle® ball suspended from a _ (number)-foot string as it swings
horizontally at eye level, for _ (number) seconds.
7. Use disassociated eye from head movements to maintain visual contact
with a variable speed and direction wind-up toy, for _ (number)
seconds. - 1
�
8. Use disassociated eye movements from the head to maintain visual
l
contact with a car or marble as it races through a multiplane track, for

�
(number) seconds. 1
*9. Maintain visual contact while the teacher is moving about the room,
_% of the time.
-
�
-
*10. Follow the second hand of a classroom dock for _ (number) seconds
and correctly indicate as it passes over each number, successfully track
ing for _ (number) seconds.

...
,.
11. Maintain visual contact with a variable speed and direction wind-up toy,
for (number) seconds.

...
-
...
...
Wiffle® is a registered trademark of The Wiffle Ball, Inc., Shelton, CT.
-
.,,,,
• These
useful
objectives
in the
are
total
skills to be
team-generated
observed within
IEP models.
the classroom setting. They may be especially -
96
AilFIERS
Long-Term Goal 6
lines
e
Objective e
diamond
To demonstrate visual scanning abilities, (child' s name) will:
diamond
"l , Locate a named object from a shelf or closet, within _ (number)
seconds .
. "OTES
"2. Locate _ (number) indicated pictures or numbers on a bingo card,
*3. Locate the letters _ (A to Z) from _ (number) standard typed lines,
with _% accuracy, i n _ (number) seconds.
*4. Locate the number(s) _ from _ (number) vertical columns comprised
of 10 numbers each, spaced _ inches apart, with _% accuracy, in
(number) seconds.
*5. Locate alphabet keys on keyboard by typing alphabet, within _ (num
ber) seconds.
*6. Draw a straight line within a _-inch wide path without touching sides
for a distance of inches.
*'7. Draw a line within a _-inch wide 5-inch long horizontal S-curved path
without touching the sides.
"8. Trace along a _-inch _ (Shape) with _-inch accuracy.
"9. Trace along a _-inch zigzag line consisting of _ (number) diagonals,
with _-inch accuracy.
97
NOTES
Long-Term Goal 6
Objective D
To demonstrate functional visual localization, (child's name) will:
"l , Connect _ (number) dots which a r e _ inches apart, using straight
lines, within _-inch accuracy from the side of the dots.
*2. Sequentially connect a picture or design composed of _ (number) dots,
within _-inch accuracy, i n _ (number) seconds.
*3. Connect a picture or design composed of _ (number) dots, within
_-inch accuracy, i n _ (number) seconds.
*4. Copy _ (number) letters or numbers from a paper, with _% accuracy,
in (number) seconds.
*5. Copy _ (number) letters or numbers from the chalkboard, with _%
accuracy, i n _ (number) seconds.
*6. Copy a sentence which is composed of _ (number) words from a paper
or book, with _% accuracy, i n _ (number) seconds.
*7. Copy a sentence which is composed of _ (number) words from the
chalkboard, with _% accuracy, i n _ (number) seconds.
* These objectives are skills to be observed within the classroom setting. They may be �:,.:;...�
98
To improve visual perception and/ or perceptual motor
skills for greater success in academics and written work.

.. NOTES
• Long-Term Goal 7
To improve visual perception and/ or perceptual motor skills for greater
success in academics and written work.
Objective A
To demonstrate improved body awareness, (child's name) will:
"l. Point t o _ (number) specified body parts on self.
*2. Point t o _ (number) specified body parts on others.
*3. Point t o _ (number) specified body parts on a doll.
*4. Point t o _ (number) specified body parts on self and others.
"5. Name _ (number) body parts on self.
*6. Name _ (number) body parts on others.
*7. Name _ (number) body parts on a doll.
"8. Name _ (number) body parts on self and others.
"9. Point to _ (number) specified joints on self.
*10. Point to _ (number) specified joints on others.
*11. Point t o _ (number) specified joints on self and others.
'''12. Name _ (number) specified joints on self.
*13. Name _ (number) specified joints on others.
*14. Name _ (number) specified joints on self and others.
*15. Indicate right/left side of body on self.
*16. lndicate right/left side of body on others.
*17. lndicate right/left side of body on self and others.
*18. Indicate _ (number) body parts, including right- or left-sidedness on
self, within _ (number) seconds.
*19. Indicate _ (number) body parts, including right- or left-sidedness on
others, within _ (númber) seconds.
(continued)
• These objectives are skills to be observed within the dassroom setting. They may be especially
101
•
�
-
Degree
QUALIFIERS
of Assistance
"20. Indicate _ (number) body parts, including right- or left-sidedness on

-
_.,
a. minimum(ly)
b. moderate(ly)
c. maximum(ly)
d. verbal "2 1 .
self and others, within _ (number) seconds.
With _ (Degree of Assistance) _ (Type of Assistance), touch one body

-
�
�
e. hand-over-hand part to another on self upon request, within _ (number) seconds. (For
f. physical example, "Put your elbow on your knee.") �

g. tactile
,,,,,
h. auditory
"22. Draw a person, with _ (number) body parts.
i. visual
j. no
k. (any
abo ve)
combination of
"23. With _ (Degree of Assistance) _ (Type of Assistance),
body part and the side of another person when asked, "What is this?"
name the specified
-
�
1
Type of Assistance
_% of the time.
-
.-.
a. assistance
b. supervision
c. guidance
..
d. prompt
e. demons tra tion
f. cues
-
�
-
g. in functional
activities
...
h. independently
�
i. with gravity
j.
(assisted)
gravity eliminated ...

k. against
l. with
gravity
facilitation
...
to
m. with adapted devices ""i
-
n. passive
o. active
p. adaptive
q. (any
techniques
cornbination of
-
abo ve)
- 1
NOTES
-
�
-
..
-
-
...
-
-
... •
-
... •
...
....'
• These objectives are skills to be observed within the classroom setting. They may be �y
.. •
-
..
102 ...
QUALIFIERS
Plane
a. horizontal
b. vertical Long-Term Goal 7
...
c. diagonal
d. circular
e. rotary
f. pendular
-.. g. linear
h. forward
Objective B
To demonstrate improved spatial awareness of self in space and the relation
i. backward
•
... j. sideways
ship of self to objects and the environment, (child's name) will:
..
and sideways *l. Move in _ (Plane) direction when verbally cued, _ out of _ times,
..
..
l. multidirectional
Degree
a.
of
minimum(ly)
Assistance
*2.
within (number) seconds .
With - (Degree of Assistance) _ (Type of Assistance), move self
_ (Spatial Concept) an object, _% of the time.
... b. moderate(ly)
..
c. maximum(ly)
*3. With _ (Degree of Assistance) _ (Type of Assistance), move body part in
d. verbal
.. e. hand-over-hand
f. physical
(Plane h, i, j, k) direction, _% of the time.
.. g. tactile
h. auditory
i. visual
*4. With _ tDegree of Assistance) _ (Type of Assistance), p l a c e a n object
_ (Spatial Concept e, d, e) self, _% of the time.
• j. no
*5. With _ (Degree of Assistance) _ (Type of Assistance), assemble a
-
k. (any combina tion of
_ (number)-piece body part puzzle within its frame, _% of the time.
... Type
abo ve)
of Assistance *6. With _ (Degree of Assistance) _ (Type of Assistance), assemble a
..
• a. assistance
b. s u p e r v i s i ó n
_ (number)-piece body part puzzle without a frame, _% of the time.
.. c. guidance
d. prompt
e. demons tra tion

*7. With _ (Degree of Assistance) _ (Type of Assistance), describe the
orientation of one body part to another, _% of the time. (For example,
-
eyes are above mouth.)
f. cues
g. in functional
..a "8. _% of the time, identify right/left side of body being touched, within
... h.
activities
independently
i. with gravity
(number) seconds .
..
• j.
(assisted)
gravity eliminated
"9. With _ tDegree of Assistance) _ (Type of Assistance), touch ríght or left
side of person with back to self, _% of the time .
.. k. against
l. with
to
gravity
facilita tion
*10. Upon request, with _ (Degree of Assistance) _ (Type of Assistance),
touch right or left side of person facing self, _% of the time.

iiíl m. with adapted devices
n. passive
..a o. active
*11. With _ (Degree of Assistance) _ (Type of Assistance), name the specified
body part and the side of another person when asked "What is this?"
a p. adaptive techniques
_% of the time.
•
,a
Spatial
above)
Concepts
a a. in/out of
b. on/off of
a
.... c. under / over
d. in front of /
in back of
e. next to/beside
(continued)
f. through
....
� g. up/down
h. behind
• These
useful
objectives
in the
are
total
skills to be observed
team-generated IEP
within
models .
the dassroom setting. They may be especially
..... 103
Long-Term Goal 7, Objective B (continued)
QUALIFIERS
Plane
""12. Put on _ (Dressing) in the appropriate orientation with _ (Degree of
a. horizontal
Assistance) _ (Type of Assistance), _% of the time.
b. vertical
c. diagonal
d. circular *13. Demonstrate the ability to navigate to familiar places within the environ
e. rotary ment, with _ (Degree of Assistance) _ (Type of Assistance), _% of the
f. pendular time.
g. linear
h. forward
*14. Maneuver through the environment while maintaining the condition of
i. backward
self, materials, and surroundings, with _ (Degree of Assistance) _
j. sideways
(Type of Assistance), _% of the time.
and sideways
l. multidirectional *15. Move i n _ (Plane) direction when verbally cued, _ out of _ times,
Degree of Assistance within (number) seconds.
a. minimum(ly)
b. moderate(ly) *16. Form horizontal line on paper, moving from left to right, _ out of
c. maximum(ly)
_ times, with verbal cues only.
d. verbal
e. hand-over-hand
*17. Form left-to-right and right-to-left diagonal lines on paper, _ out of
f. physical
_ times, with verbal cues only.
g. tactile
h. auditory
i. visual Customized objectives:
j. no
above)
Type of Assistance
a. assistance
b. supervision
c. guidance
d. prompt
e. demons tra tion
f. cues
g. in functional
activities
h. independentl y
i, with gravity
(assisted)
k. against gravity
to
n. passive
o. active
above)
Dressing
a. coats/sweaters
b. hat
c. gloves/mittens
d. boots
e. shoes
f. socks
g. button-down smock/
shirt
h. pullover smock/shirt
i. belt
j. braces/orthotics
k. clothes
• These objectives are skills to be observed within the classroom setting. They may be es¡:>etian,
1 04
NOTES
Long-Term Goal 7
Objective e
To demonstrate improved awareness of forms and spatial relations of objects
to each other, (child's name) will:
"l. Place (number) scattered forms into a
_ (number)-piece formboard, with
_ (number) attempt(s) per piece.
"2 . Complete_ (number)-piece noninter
locking puzzles.
"3 . Complete_ (number)-piece interlocking
puzzles within a frame.
*4. Complete_ (number)-piece interlocking
puzzles without a frame.

Objective C-2
S. Imitate a 3- or 4-cube train, within
_ (number) attempts.
6. Copy a 3- or 4-cube train, within
7. Imitate a 3-cube bridge, within
8. Copy a 3�ube bridge, within
9. Imitate a 5-cube gate, within
10. Copy a 5-cube gate, within Objective C-3
11. Imitate a 6-cube step design, within
12. Copy a 6-cube step design, within
13. Imitate a 6-cube pyramid design, within
Objective C-4
(continued)
,. These objectives are skills to be observed within the classroom setting. They may be especially
105
Long-Term Goal 7, Objective C (continued)
QUALIFIERS
Spatial Concepts
14. Copy a 6-cube pyramid design, within _ (number) attempts.
a. in/out of
b. on/off of
15. Imitate a 10-cube step design, within _ (number) attempts.
c. under / over
d. in front of/
in back of 16. Copy a 10-cube step design, within _ (number) attempts.
e. next to/beside
f. through 17. Imitate a _ (number)-cube design, within _ (number) attempts.

g. up/down
h. behind
18. Copy a _ (number)-cube design, within _ (number) attempts.
19. Imitate age-appropriate cube designs, within _ (number) attempts.
b. playground
c. classroom
20. Copy age-appropriate cube designs, within _ (number) attempts.
d. fine motor
e. gross motor 21. Construct a _ (number)-cube desígn from a picture, within _ (number)
f. postura! attempts.
g. desk top

22. Correctly orientan object/picture when it is displaced in space, within
of your choice)
NOTES
"23. lndicate which stimulus is in a different spatíal orientation from the
other _ (number) presented, _ out of _ times.
"24. Placean object _ (Spatial Concept) another object, upon verbal com
mand, within _ (number) attempts.
"25. [oin a picture divided into _ (number) pieces, within _ (number)
attempts.
"26. Join a shape divided into _ (number) pieces, within _ (number)
attempts.
"27. Identify the right or left side of the paper, _% of the time.
"28. Draw _ (number) vertical lines connecting parallel lines _ inches
apart, using a top-to-bottom orientation, _ out of _ times.
29. Participate in a _ (School-Relaied Activity) activity for _ (number)
"30. Form horizontal lines moving from left to right, _ out of _ times,
with verbal cues only.
"3 1 . Draw _ (number) circles between parallel lines which ar e _ inches
apart, using counterclockwise orientation, _ out of _ times.
"32. Draw _ (number) crossed lines between parallel lines which are
_ inches apart, using top-to-bottom, left-to-ríght orientation, _
times.
• These objectives are skills to be observed within the classroom setting. They ma
useful in the total team-generated JEP models.
1 06
"33. Form left-top-to-right-bottom and right-top-to-left-bottom diagonal lines,
QUALIFIERS
_ out of _ times, with verbal cues only.
Graphomotor
a. manuscript
"34. Form _ (upperlíoinerr-csse letter _ ( A t o Z) i n _ (manuscript/cursive)
b. cursive
writing, using correct directionality of letter formation, _ out of _
c. upper
d. lower
times, after demonstration.
e . A t o Z
"35. Copy _ (upperltouieri-csse letter _ (A to Z) i n _ (manuscript/cursive)
NOTES writing, using correct directionality of letter formation, _ out of _
times.
*36. Copy the letters _ (A to Z) with proper formation, orientation, and
"37. On request, form _ (upperlunoen-cese letter _ ( A t o Z) i n _ (manu
out of times.
"38. Uniformly space letters, words, and/or sentences when writing, _% of
the time.
107
QUALIFIERS
Graphomotor
a. manuscript
b. cursive Long-Term Goal 7

c. upper
d. lower
e. A to Z
NOTES Objective D
To demonstrate improved visual sequencing and visual memory,
________ (child's name) will:
*l. Indicate which one of _ (number) objects or pictures has been removed,
after viewing for _ (number) seconds.
"2. Look a t a picture and immediately recall _ (number) details.
*3. Look a t a picture, and after a _ (number)-second delay, recall
_ (number) details.
4. Imitate correctly a _ (number)-part sequence of silent finger tapping
immediately after presentation, _ out of _ times.
*S. Duplicate the correct sequence of a _ (number)-part visual stimulus
immediately after having viewed the model for _ (number) seconds,
out of times.
*6. Copy _ (number) letters from a page, using not more than _ (number)
visual fixations, _ out of _ times.
*'l. Copy _ (number) words from a sentence, using not more than
_ (number) visual fixations, _ out of _ times.
"8 . Form _ (upper/lawer)-case letter _ ( A t o Z) i n _ (manuscript/cursive)
writing, using correct directionality of letter formation, after demonstra
tion, _ out of _ times.
"9 . On request, form _ (upper/lawer)-case letter _ (A to Z) i n _ (manu
out of times.
*10. Uniformly space letters, words, and/or sentences when writing, _% of
the time.
*11. Copy a sentence with attention to details of letters, spacing, and punc
tuation, with fewer than _ (number) omissions or errors.
• These objectives are skills to be observed within the classroom setting. They may be espeaaII •
108
NOTES
Long-Term Goal 7
Objective E
To demonstrate improved visual figure ground abilities, (child's
name) will:
*l. Locate _ (number) named objects in the classroom environment, within
_ (number) seconds.
*2. Find a named object among a colléctíon of objects, within _ (number)
seconds.
*3. Find a named object among a collection of similar objects, within
_ (number) seconds.
*4. Find a presented or named picture among a collection of pictures, within
(number) seconds.
*5. Find a presented or named shape among a collection of shapes, within
_ (number) seconds.
*6. Find a presented or named number or letter among a collection of
numbers or letters, within _ (number) seconds.
*7. Identify _ (number) out of _ (number) pictures hidden within the
background of a picture, within _ (number) seconds.
*8. Identify _ (number) out of _ (number) numbers hidden within the
"9. ldentify _ (number) out of _ (number) letters hidden within the
*10. Identify a letter or shape which has been outlined in dotted lines, within
_ (number) seconds, _ out of _ times.
*11. Demonstrate visual closure in tasks such as forming circles, letters, and
numbers, _ out of _ times.
109
QUALIFIERS
Graphomotor
a. manuscript

c. upper To improve visual perception and/ or perceptual motor skills for greater
d. lower
e. A to Z
NOTES Objective F
To demonstrate improved discrimination of the visual properties of objects or
pictures, (child' s name) will:
"l , Arrange graduated or nesting objects by size, within _ (number)
minute(s).
"2. Identify between big and little, _.out of _ times.
*3. Differentiate big, medium, and little, _ out of _ times.
*4. Identify between tall and short, _ out of _ times.
*S. Identify between longer and shorter, _ out of _ times.
*6. Indicate which stimulus is in a different spatial orientation from the
other _ (number) presented, _ out of _ times.
*7. Identify what letter or shape has been outlined in dotted lines, within
"8. Demonstrate visual closure in tasks such as forming circles, letters, and
numbers, _ out of _ times.
"9. Color a simple _-inch shape, within _ inch(es) of the boundary.
*10. Color an area not larger than 2 inches, using only finger movements,
_% of the time.
_ inch(es) apart, using only isolated finger movements, _ out of _
times.
_ inch(es) apart, using only isolated finger movements, _ out of
times.
_ inch(es) apart, using only isolated finger movements, _ out of _
times.
*14. Trace _-inch high _ (upper/lawer)-case letter(s) _ ( A t o Z), using _
(manuscript/cursive) writing, within _-inch accuracy.
• These objectives are skills to be observed within the classroom setting. They may be especíally
usefuJ in the total team-generated IEP models.
110
'OTES
Long-Term Goal 7
Objective G
To demonstrate improved visual closure abilities, (child' s
name) will:
"l. Identify a letter or shape which has been outlined in dotted lines, within
"2. Mentally complete circles, letters, and/or numbers, given only minimal
outlines, _ out of _ times.
1 1 1
Today is sunny end cold.
To irnprove written cornrnunication skills for greater pro
ficiency when using writing irnplernents and/ or a key
board.
Q .ALIFIERS
Long-Term Goal 8
To improve written communication skills for greater proficiency when using
writing implements and/or a keyboard.
Objective A
To demonstrate motor control needed for prewriting tasks,
__________ (child's name) will:
,.1. Imitate a recognizable _ (Shape) in a _ (Plane) plane, _ out of _
times.
pes "2. Color a simple _-inch shape, within _ inch(es) of the boundary in a
a vertí cal line
_ (Plane) plane. ·
rizontal line
c. arele
"3. Draw a straight line, within a _-inch wide path without touching sides
crossed lines
for a distance of _ inches in a _ (Plane) plane.
e. X
. square
triangle
..4. Draw a line, within a _-inch wide
vertical diamond 5-inch long, horizontal S-curved
horizontal diamond path without touching the sides
in a _ (Plane) plane.
NOTES
�- Use wrist movements to vary the
direction of strokes when coloring,
rather than turning the paper,
_% of the time. Objective A-4
..6. Trace along a _-inch (Shape), with _-inch accuracy in a _ (Plane)
plane.
"7. Trace along a _-inch zigzag line consisting
of _ (number) diagonals. with _-inch
accuracy in a _ (Plane)
"8. Connect (number) dots which are
_ (number) inches apart, using
straight lines, within
_-inch accuracy from
the side of the dots in a
_ (Plane) plane.
"9. Color an area not larger than

Objectíve A-7
2 inches, using only finger movements,
_% of the time.
1 1 5
QUALIFIERS
Graphomotor
a. manuscript

c. upper
d. lower
e. A to Z
NOTES Objective B
To demonstrate intrinsic muscle control for pencil manipulation,
_________ (child' s name) will:
1. Hold pencil in the air with tripod grasp and walk fingers up and down
pencil shaft, _ (number) times, using _ (number) steps.
2. Hold pencil in air with tripod grasp and
fully rotate so that markings on pencil
shaft move in a clockwise and then
counterclockwise direction,
_ (number) consecutive times each.
3. Twirl pencil in a complete circular
pattem, passing it end-over-end
using only thumb, index, and

Objective B-2
middle fingers, _ (number)
consecutive times.
*4. Reposition pencil from writing position to erasing position, using only
one hand, _ out of _ times.
times.
times.
times.
"8. Use isolated finger movements to write the alphabet i n _ (upper/lawer)
case _ (manuscript/cursive) writing, for _ (number) of the 26 letters.
1 1 6
QUALIFIERS
b. playground Long-Term Goal 8

c.. classroom
d. fine motor
e. gross motor
f. postura!
g. desk top
Objective e
To demonstrate motor control necessary for writing tasks,
of your choice)
Graphomotor
a. manuscript *l. Grade pressure applied when writing or coloring so as not to break the
b. cursive implement or wrinkle or rip the paper, _% of the time.

c. upper
d. lower
"2 . Erase pencil markings without wrinkling or ripping the paper, _% of
e. A to Z
the time.
NOTES
_ inch(es) apart, within _-inch accuracy.
*4. Draw _ (number) vertical lines connecting parallel lines _ inch(es)
apart, using a top-to-bottom orientation, _ out of _ times.
*5. Participate in a _ (School-Related Activity) activity for _ (number)
*6. Draw _ (number) out of _ (number) vertical lines, using a top-to
bottom orientation, in order to connect two parallel lines _ inches
apart, within _-inch accuracy.
*'l. Draw _ (number) circles between two parallel lines which are
_ (number) inch(es) apart, touching both top and bottom lines, with
_-inch accuracy.
"8. Draw _ (number) circles between parallel lines which a r e _ inches
apart, using counterclockwise orientation, _ out of _ times.
"9. Draw _ (number) crossed lines between parallel lines which are
_ inches apart, using top-to-bottom, left-to-right orientation, _ out of
times.
*10. Trace _-inch high _ (upper/lower)-case letter(s) _ ( A t o Z), using _
(manuscript/cursive) writing, within _-inch accuracy.
*11. Form _ (upper/lower)-case letter(s) _ ( A t o Z) i n _ (manuscript/
cursive) writing, using correct directionality of letter formation, after
demonstration, _ out of _ times.
*12. Copy __ (upper/lower)-case letter(s) _ (A to Z) in __ (manuscript/
cursive) writing, using correct directionality of letter formation, _ out of
times.
(continued)
1 1 7
QUALIFIERS
Duration
*13. Copy _ ( A t o Z) legibly, within _ (number) (Duraiion).
a. seconds
b. minutes
*14. Copy the letter(s) _ ( A t o Z) with proper formation, orientation, and
c. repetitions
Graphomotor
a. manuscript *15. Form _ (upper/lower)-case letter(s) _ ( A t o Z) on request i n _
b. cursive (manuscript/cursive) writing, using correct directionality of letter forma

c. upper tion, _ out of _ times.
d. lower
e. A to Z
*16. Uniformly space letters, words, and/or sentences when writing, _% of
the time.
NOTES
*17. Copy a sentence with attention to details of letters, spacing, and punc
tuation, with fewer than _ (number) omissions or errors.
• These objectives are skills to be observed within the classroom setting. They may be especíallj
1 1 8
QUALIFIERS
Classroom Tools
scissors Long-Term Goal 8

scissors
c. adapted scissors
d. sharp scissors
e. ruler
Objective D
f. stapler
To demonstrate motor control necessary for using classroom tools associated
g. compass
with the pencil, (child' s name) will:
h. hole punch
i. pencil sharpener
j. one-inch blade "l , Completely erase pencil markings without wrinkling or ripping the
scissors paper, _% of the time.

k. tape dispenser
*2. Use a manual classroom pencil sharpener effectively and efficiently,

NOTES
_% of the time. ·
*3. Hold a ruler in place while drawing a straight line along the ruler edge,
with fewer then _ (number) slips.
then _ (number) slips.
*S. Use a _ (Classroom Tool) effectively and efficiently, _% of the time.
1 1 9
QUALIFIERS
a. minimumOy)

c. maximumOy)
To improve written communication skills for greater proficiency when usin
d. verbal
e. hand-over-hand
f. physical
g. tactile Objective E
h. auditory
To demonstrate motor control necessary for effective use of a keyboard,
i. visual
j. no
abo ve) "l. Isolate fingers, within _ (number) seconds, _% of the time, to depress
specific keys, using a hunt-and-peck technique.

Type of Assistance
a. assistance
*2. Isolate fingers, within _ (number) seconds, _% of the time, to depress
b. supervision
specific keys, using the touch typing technique.
c. guidance
d. prompt
*3. Isolate fingers to depress specific keys, using the touch-typing technique
e. demonstration
with rninimal glances at keys, _% of the time.
f. cues
g. in functional
activities *4. Recall (number) letters or words with one visual fixation on material
h. independently being copied.

i. with gravity
(assisted)
*5. Coordinate fingers to desired keys in order to type _ (number) letters
words per minute.
k. against gravity
*6. Coordinate fingers to desired keys in order to type the alphabet in less
to
than (number) (Duration).
n. passive
o. active *7. Maintain elbows at sides and use only wrist and finger movements
p. adaptive techniques when depressing the keys, _ out of _ times observed.
abo ve)
"8. Utilize compensatory techniques and/or adaptive equipment to depress
keys, _ out of _ times observed.

Duration
a. seconds
"9. Turn on computer and/or printer, insert disc, use Save and Print func
b. minutes
tions, and begin keyboarding with _ (Degree of Assistance) _ (Type •
c. repetitions
Assistance).
NOTES
*10. Turn on computer and/ or printer, insert disc, and use Save and Prin
functions, and begin keyboarding independently, _ out of _ times.
• These objectives are skills to be observed within the classroom setting. They may be esp��
120
Before After
To improve self-care skills for greater independence in
school and home environments.

QUALIFIERS
a. minimumOy)
b. modera te(ly) Long- Term Goal 9

c. maximumOy) To improve self-care skills for greater independence in school and home
d, verbal
environments.
e. hand-over-hand
f. physical
g. tactile Objective A
h. auditory
To demonstrate functional lunch and snack skills, (child' s
i. visual
name) will:
j. no
above) "l , With _ (Degree of Assistance) _ (Type of Assistance), successfully use a
spoon, _% of the time.
Type of Assistance
a. assistance *2. With _ (Degree of Assistance) _ (Type of Assistance), sip a drink from a
b. supervision
cup or glass, _% of the time.
c. guidance
d. prompt
"3. With _ (Degree of Assistance) _ (Type of Assistance), successfully use a
e. demons tra tion
fork, _% of the time.
f. cues
g. in functional
activities *4. With _ (Degree of Assistance) _ (Type of Assistance), use a knife for
h. independently spreading, _% of the time.

i. with gravity
(assisted) *5. With _ (Degree of Assistance) _ (Type of Assistance), use a knife for
cutting, _% of the time.
k. against gravity
*6. With _ (Degree of Assistance) _ (Type of Assistance), use adaptive
to
equipment needed to accomplish task, _% of the time.
n. passive
o. active "7. With _ (Degree of Assistance) _ (Type of Assistance), carry mealtime
p. adaptive techniques items, _% of the time.

above) "8. With _ (Degree of Assistance) _ (Type of Assistance), pour liquids
without spilling, _% of the time.

Hand/Foot Usage
a. preferred
"9. With _ (Degree of Assistance) _ (Type of Assistance), open packages
e. right
and containers, _% of the time.
f. left
NOTES
*10. With _ (Degree of Assistance) _ (Type of Assistance), follow mealtime
routine, _% of the time.
*11. Exhibit socially acceptable behaviors while eating, _% of the time.
*12. Exhibit socially acceptable performance while eating, _% of the time.
*13. Carry mealtime tray with _ (Hand/Foot Usage) hand(s) successfully.
123
QUALIFIERS
a. minimumOy)

c. maximumOy)
To improve self-care skills for greater independence in school and home
d. verbal
environments.
e. hand-over-hand
f. physical
g. tactile
Objective B
h. auditory
To demonstrate functional dressing skills, (child's name) will:
i. visual
j. no
k. (any combination of "l. With _ (Degree of Assistance) _ (Type of Assistance), remove
above) _(Dressing),_% of the time.
Type of Assistance
"2 . With _ (Degree of Assistance) _ (Type of Assistance), put on
a. assistance
b. supervision _(Dressing),_% of the time . .
c. guidance
d. prompt "3 . With _ (Degree of Assistance) _ (Type of Assistance), adjust clothing for
e. demonstration toileting, _% of the time.

f. cues
g. in functional
*4. With _ (Degree of Assistance) _ (Type of Assistance), put on
activities
_ (Dressing) in the appropriate orientation, _% of the time.
h. independently
i. with gravity (assisted)

*S. With _ (Degree of Assistance) _ (Type of Assistance), open a
k. against gravity
_(Fastener),_% of the time.
to *6. With _ (Degree of Assistance) _ (Type of Assistance), close a
m. with adapted devices _(Fastener),_% of the time.

n. passive
o. active
*7. With _ (Degree of Assistance) _ (Type of Assistance), untie shoelaces,
_% of the time.
above)
"8. With _ (Degree of Assistance) _ (Type of Assistance), tie shoelaces in a
Dressing
bow, _% of the time.
a. coats/sweaters
b. hat
"9 . With _ (Degree of Assistance) _·_ (Type of Assistance), lace shoes
c. gloves/mittens
accurately, _% of the time.
d. boots
e. shoes
f. socks *10. With _ (Degree of Assistance) _ (Type of Assistance), use adaptive
g. button-down smock/ technique or device to put on _ (Dressing).
shirt
h. pullover smock/shirt *11. With _ (Degree of Assistance) _ (Type of Assistance), use adaptive
i. belt
technique or device to put on _ (Dressing).
j. braces / orthotics
k. clothes
*12. With _ (Degree of Assistance) _ (Type of Assistance), adjust
_ (Dressing) appropriately to maintain a socially acceptable appearance,

Fasteners
_% of the time.
a. large buttons
b. small buttons
c. separating zipper *13. With _ (Degree of Assistance) _ (Type of Assistance), use adaptive
d. nonseparating zipper techniques or device to manipulate _(Fastener),_% of the time.
e. snaps
f. buckle
*14. Assume responsibility for appropriate personal appearance and hygiene
g. Velero®
with _ (Degree of Assistance) _ (Type of Assistance), _% of the time.
Velero® is a registered trade
mark of Velero U.S.A., Inc.

124
QUALIFIERS
a. mirúmum(ly)

c. max.imum(ly)
d. verbal
environments.
e. hand-over-hand
f. physical
g. tactile Objective e
h. auditory
To demonstrate functional hygiene and grooming skills, (child's
i. visual
name) will:
j. no
above) ,.1. With _ (Degree of Assistance) _ (Type of Assistance), use tissue to wipe
nose, _% of the time.

Type of Assistance
a. assistance
"2. With _ (Degree of Assistance) _ (Type of Assistance), indicate need to
b. supervision
use toilet, _% of the time. ·
c. guidance
d. prompt
"3. With _ (Degree of Assistance) _ (Type of Assistance), get on and off
e. demons tra tion
toilet, _% of the time.
f. cues
g. in functional
activities ..4. With _ (Degree of Assistance) _ (Type of Assistance), use toilet, _% of
h. independentl y the time.

i. with gravity
(assisted)
"5. With _ (Degree of Assistance) _ (Type of Assistance), tum water on and
off, _% of the time.
k. against gravity
..6. With _ (Degree of Assistance) _ (Type of Assistance), adjust water
to
temperature, _% of the time.
n. passive
o. active -.+J. With _ (Degree of Assistance) _ (Type of Assistance), adjust water
p. adaptive techniques pressure, _% of the time.

abo ve) "8. With _ (Degree of Assistance) _ (Type of Assistance), wash hands and
face thoroughly, _% of the time.

NOTES
"9. With _ (Degree of Assistance) _ (Type of Assistance), dry hands and
face thoroughly, _% of the time .
..10. With _ (Degree of Assistance) _ (Type of Assistance), exhibit socially
acceptable hair care, _% of the time.
,. 1 1 . With _ (Degree of Assistance) _ (Type of Assistance), exhibit socially
acceptable and appropriate behaviors and appearance, _% of the time.
,.12. Assume responsibility for appropriate personal appearance and hygiene,
useful in the total team-generated JEP models.
125
10
To improve work behaviors for greater task orientation in
the classroom or vocational environment.

QUALIFIERS
a. minimum(ly)
b. moderate(ly) Long-Term Goal 1O

c. maximum(ly)
To improve work behaviors for greater task orientation in the classroom or
d. verbal
vocational environment.
e. hand-over-hand
f. physical
g. tactile Objective A
h. auditory
To demonstrate the ability to cooperatively function within a group,
i. visual
___________ (child's name) will:
j. no
above) "l , With _ (Degree of Assistance) _ (Type of Assistance), participate in a
_ (Size) group activity, _% of the time.

Type of Assistance
a. assistance
*2. With _ (Degree of Assistance) _ (Type of Assistance), take tums as the
b. supervision
rules require, _% of the time.
c. guidance
d. prompt
"3. With _ (Degree of Assistance) _ (Type of Assistance), share materials,
e. demonstration
_% of the time.
f. cues
g. in functional
activities *4. With _ (Degree of Assistance) _ (Type of Assistance), change working
h. independently roles as needed to complete a group activity, _% of the time.
i. with gravity
(assisted)
*5. Exhibit socially acceptable behaviors while eating, _% of the time.
k. against gravity
*6. Exhibit socially acceptable performance while eating, _% of the time.
to
n. passive
o. active
abo ve)
Sizes
a. small
b. medium
c. large
129
QUALIFIERS
a. minimumíly)

c. maximumOy)
d. verbal
e. hand-over-hand
f. physical
g. tactile Objective B
h. auditory
To demonstrate functional attending skills, (child' s name)
i. visual
will:
j. no
above) *l. With _ (Degree of Assistance) _ (Type of Assistance), maintain visual
focus on task for _ (number) _ (Duration), _% of the time.

Type of Assistance
a. assistance
"2. With _ (Degree of Assistance) _ (Type of Assistance), maintain socially
b. supervision
acceptable eye contact with peers and authority figures, _% of the
c. guidance
time.
d. prompt
e. demons tra tion

*3. With _ (Degree of Assistance) _ (Type of Assistance), sit for _ (num
f. cues
g. in functional ber) _ (Duration) during a classroom or school activity, _% of the
activities time.
h. independently
i. with gravity *4. With _ (Degree of Assistance) _ (Type of Assistance), follow a

(assisted)
_ (number)-step direction, _% of the time.
k. against gravity
to
n. passive
o. active
abo ve)
Duration
a. seconds
b. minutes
c. repetitions
• These objectives are skills to be observed within the classroom setting. They may be especiaI!y
130
Assistance
- . um(ly)
erateOy) Long-Term Goal 1 O

um(ly)
Objective e
To demonstrate effective self-coping skills, (child's name) will:
"I. With _ (Degree of Assistance) _ (Type of Assistance), cooperate when
demands and requests are made, _% of the time.
"2. Identify self by name, upon request, _% of the time.
"3. With _ (Degree of Assistance) _ (Type of Assistance), display orientation
to familiar places within the environment, _% of the time.
• cues
*4. With _ (Degree of Assistance) _ (Type of Assistance), demonstrate the
in functional ability to navigate to familiar places within the environment, _% of the
activities time.
irdependentl y
,ith gra vi ty
*S. With _ (Degree of Assistance) _ (Type of Assistance), assume responsí
a sisted)
bility for appropriate personal appearance and hygiene, _% of the
time.
• agaínst gravity
-íth facilitation
*6. Participate in activities and tasks which are perceived as unfamiliar or
rith adapted devices challenging, _% of the time.
passive
o. active *'l. Accept _ (Degree of Assistance) assistance during an activity as needed,

. adaptive techniques _% of the time.
any combination of
abo ve)
"8. With _ (Degree of Assistance) _ (Type of Assistance), adhere to rules
and regulations, _% of the time.

NOTES
>19. Seek assistance only after making an effort to independently perform the
task, _% of the time.
*10. Seek assistance when necessary, _% of the time.
*11. Exhibit tolerance and respect for authority, _% of the time.
*12. With _ (Degree of Assistance) _ (Type of Assistance), show physical and
verbal respect for others, _% of the time.
*13. Accept demonstration and instruction before or during an activity, _%
of the time.
*14. Willingly change tasks, _% of the time.
*15. With _ (Degree of Assistance) _ (Type of Assistance), stay on task until
it is completed, _% of the time.
(continued)
useful in the total tearn-generated IEP models.
131
QUALIFIERS
*16. With _ (Degree of Assistance) _ (Type of Assistance), exhibit a positive
a. minimumOy)
verbal or physical response after completing a task, _% of the time.
b. moderate(ly)
c. maximumOy)
d. verbal
*17. With _ (Degree of Assistance) _ (Type of Assistance), maneuver through
e. hand-over-hand the environment while maintaining self, materials, and surroundings,
f. physical _% of the time.
g. tactile
h. auditory *18. With _ (Degree of Assistance) _ (Type of Assistance), persevere in

i. visual
difficult activities, exhibiting a functional leve] of frustration tolerance,
j. no
% of the time.
above)
*19. With _ (Degree of Assistance) _ (Type of Assistance), persevere in
Type of Assistance difficult activities, _% of the time.
a. assistance
b. supervision "20. With _ (Degree of Assistance) _ (Type of Assistance), wait for
c. guidance instructor's attention during an activity, _% of the time.

d. prompt
e. demonstration
"2 1 . With _ (Degree of Assistance) _ (Type of Assistance), gather necessary
f. cues
materials for an activity or task, _% of the time.
g. in functional
activities
"22. Assume responsibility for actions, _% of the time.
h. independently
i. with gravity
(assisted) "23. With _ (Degree of Assistance) _ (Type of Assistance), assume responsi
j. gravity eliminated bility for personal belongings, including location and condition, _% of
k. against gravity the time.

to
"24. Make a decision, within _ (number) seconds when given a choice of
(number) altematives.
n. passive
o. active
"25. Maintain socially acceptable eye contact with peers and authority figures
above)
"26. With _ (Degree of Assistance) _ (Type of Assistance), direct negative
NOTES feelings toward task rather than at self or others, _% of the time.
"27. With _ (Degree of Assistance) _ (Type of Assisiance), express frustration
and/ or negative feelings in a socíally accepted manner, _% of the
time.
"28. With _ (Degree of Assistance) _ (Type of Assistance), display good
sportsmanship, _% of the time.
"29. With _ (Degree of Assistance) _ (Type of Assistance), identify
_ (number) strengths and _ (number) weaknesses of self.
*30. With _ (Degree of Assistance) _ (Type of Assistance), indicate awareness
of limitations and strengths by making appropriate choices or judgmen
regarding participation in activities, _% of the time.
• These objectives are skills to be observed within the classroom setting. They may be es;:,ec::1�
132
"3 1 . Participate in activities with a functional level of self-esteem and self
Qt:ALIFIERS
confidence, _% of the time.
"32. Accept constructive criticism and feedback,_% of the time.
"33. With _ (Degree of Assistance) _ (Type of Assistance), exhibit assertive
behaviors to protect self from physical and emotional harm and to
maintain self-rights, _% of the time.
*34. With _ (Degree of Assistance) _ (Type of Assistance), follow a _
(number)-step direction, _% of the time.

ro
any combination of
abo ve)
e of Assistance
a a sistance
upervision
c. guidance
prompt
e. demonstration
cues
. in functional
activities
h. independently
i. with gravity
(assisted)
k. against gravity
to
n. passive
o. active
above)
NOTES
133
QUALIFIERS
a. minimumOy)

c. maximumOy)
To improve work behaviors for greater task orientation in the classroom/
d. verbal
e. hand-over-hand
f. physical
g. tactile Objective D
h. auditory
To demonstrate effective task coping skills, (child' s name) will:
i. visual
j. no
k. (any combination of *1. With _ (Degree of Assistance) _ (Type of Assistance), follow a
abo ve) _ (number)-step direction, _% of the time.
Type of Assistance "2 . With _ (Degree of Assistance) _ (Type of Assistance), follow procedures
a. assis tance
of the classroom or work place, _% of the time.
b. supervision
c. guidance
"3 . With _ (Degree of Assistance) _ (Type of Assistance), locate necessary
d. prompt
materials to complete a task, _% of the time.
e. demonstration
f. cues
g. in functional *4. With _ (Degree of Assistance) _ (Type of Assistance), exhibit functional
activities organization of materials to complete a given activity in the allotted
h. independently time, _% of the time.

i. with gravity
(assisted)
*S. Exhibit functional organization during a given task by maintaining the
condition of all materials and the surrounding environment, _% of the
k. against gravity
time.
to
*6. With _ (Degree of Assistance) _ (Type of Assistance), complete a given
n. passive task within _ minutes, _% of the time.
o. active
p. adaptive techniques *7. With _ (Degree of Assistance) _ (Type of Assistance), complete a given
q. (any combination of task, with attention to all necessary details, _% of the time.
above)
"8. With _ (Degree of Assistance) _ (Type of Assistance), complete a given

NOTES
task, attending to neatness and details, _% of the time.
"9. Complete a given work assignment, attending to neatness and details,
within _ mi n u t e s , _ % of the time.
*10. With _ (Degree of Assistance) _ (Type of Assistance), complete work
assignments with a consistent level of speed and accuracy, _% of the
time.
*11. Correct error(s) on own initiative, within _ (number) seconds of having
made the error(s), _ out of _ times.
*12. With _ (Degree of Assistance) _ (Type of Assistance), follow mealtime
routine, _% of the time.
*13. With _ (Degree of Assistance) _ (Type of Assistance), share materials,
% of the time.
(continued)
134
''14. With _ (Degree of Assistance) _ (Type of Assistance), change working
QUALIFIERS
roles as needed to complete a group activity, _% of the time.
a. minimumOy)
*15. Participate in activities and tasks which are perceived as unfamiliar or
b. moderate(ly)
challenging, _% of the time.
c. maximumOy)
d. verbal
e. hand-over-hand *16. Accept _ (Degree of Assistance) assistance during an activity as needed,
f. physical _% of the time.
g. tactile
h. auditory *17. With _ (Degree of Assistance) _ (Type of Assistance), adhere to rules

i. visual
and regulations, _% of the time.
j. no
*18. Seek assistance only after making an effort to perform the task, _% of
above)
the time.
Type of Assistance
a. assistance *19. Seek assistance when necessary, _% of the time.
b. supervision
c. guidance "20. Exhibit tolerance and respect for authority, _% of the time.
d. prompt
e. demonstration
"2 1 . Participate in a _ (School-Related Activity) activity for _ minutes, with
f. cues
_ (number) rest periods.
g. in functional
activities
h. independently
i. with gravity
(assisted)
k. against gravity
to
n, passive
o. active
above)
b. playground
c. classroom
d. fine motor
e. gross motor
f. postura!
g. desk top
of your choice)
NOTES
135
1 1
To improve or sustain participation in a task or activity
for an age-appropriate length of time.

QUALIFIERS
b. playground Long-Term Goal 1 1

c. classroom
To improve or sustain participation in a task or activity for an age
d. fine motor
appropriate length of time.
e. gross motor
f. postural
g. desk top
Objective
To demonstrate improved endurance, (child' s name) will:
of your choice)
"l , Participate in a physical education activity for _ minutes, with

NOTES
*2. Participate in a classroom activity for _ minutes, with _ (number) rest
periods.
"3. Participate in a desk-top activity for _ minutes, with _ (number) rest
periods.
*4. Participate in a writing activity for _ minutes, with _ (number) rest
periods.
*S. Participate in a playground activity for _ minutes, with _ (number)
rest periods.
*6. Participate in a _ (School-Related Activity) activity for _ minutes, with
139
ADDITIONAL MATERIAL
CASE S T U D I E S
Occupational therapy services can be provided in many ways, including
direct services (center-based, school-based, home-based), school and home con
sultation, transdisciplinary consultation, and monitoring. The goals and objec
tives and methods and strategies should reflect the model that is being used.
Toe case studies in this chapter are but a few exarnples of the practica!
applications of OT GOALs . Toe types of goals and the models of service deliv
ery are determined by the needs of the child, family, and/or school. Although
OT GOALs allows for individualization of goals, objectives, methods, and strat
egies, additional ones may need to be developed to address the individuality of
each child.
142
CASE STUDY # 1 - P E T E R
Peter is a four-year, two-month-old boy who attends a local integrated
preschool. He was referred for an occupational therapy evaluation by his
teacher, who stated concems in the areas of behavior and motor skills. He re
ported that Peter prefers to play alone. Although Peter plays within the prox
imity of other children, he becomes aggressive when children get too close to
him. Peter's teacher reports that he has difficulty drawing shapes and skillfully
manipulating toys like the other children his age. He stated that Peter "is often
tripping over his own two feet."
During the occupational therapy evaluation, Peter demonstrated an ap
propriate concentration/attention span in a structured situation. He attempted
and persisted with ali tasks presented to him. However, Peter's play style
tended to be rigid and somewhat ritualistic.
Peter presented with deficits in sensory motor processing. This was eví
denced by his lack of smooth, binocular visual tracking, the presence of tactile
defensiveness, and poor tactile discrimination. He also had a hyporesponsive
postrotary nystagmus following rotation or spinning activities. Peter did not
have a consistent eye-hand-foot dominance. He did not appear to have good
coordination between the two sides of his body.
Peter presented with poor postura! control secondary to low muscle tone.
He had difficulty with movements and positions against gravity, such as su
pine flexion and prone extension, and his preferred floor-sitting position was
W-sitting. He presented with decreased shoulder stability in both weight-bear
ing and nonweight-bearing positions. Peter lacked midrange control when
reaching for objects in space, and he used immature grasp-and-release pattems.
Subsequently, Peter's fine motor and visual motor seores were delayed.
Peter's self-help skills were mildly delayed. He was able to put on and
take off his pants, shirt, socks, coat, mittens, and hat; but he had difficulty with
fastenings.
The occupational therapy evaluation summary indicated that Peter had a
sensory integration deficit. His inability to process and organize sensory input
(such as touch, vision, and movement) were impacting on his behavior and
motor skills in the classroom.
Following the occupational therapy evaluation, Peter's parents and team
met to discuss his current needs. Goal areas were targeted. The following goals
and objectives (see the worksheets on pages 144 -145 and detail on pages
146-151) were formulated by the occupational therapist individually. How
ever, these goals and objectives were directly related to Peter's classroom func
tioning.
143
SAMPLE WORKSHEET FOR CASE # 1
Occupational Therapy Goals and Objectives 19�-t9!J.!Í:...._
Name: __/¿ ¡-, 4 , Therapist: 72, � · ) OT;(;
Date: Cf - 1 .3 - � ..5 District: 71r«.¿,1 �
Code:

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SAMPLE WORKSHEET (continued)
/) Occupational Therapy Goals and Objectives 19__ -19__
Narne: � Therapist: _
Date: _ District: _
Code:
OBJ = Objective Qualifiers = (Fill in from Qualiffers list)
Page .5f LTG 3 : OBJ ___.

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CASE STUDY # 1 - P E T E R
INSTRUCTIONAL G U I D E
Pe ter
September 13, 1993
Long-Term Goal 1:
To improve ability to use sensory information to understand and effec
tively interact with people and objects in the school and home environments.
Objedive: To demonstrate improved accommodation to touch sensations,
Peter will accept anticipated touch during a group activity,
100% of the time.
Objedive: To demonstrate improved accommodation to touch sensations,
Peter will accept unexpected touch without behavioral over
reactions, 50% of the time.
Objedive: To demonstrate improved awareness and discrimination of
touch sensations, Peter will point to the place on fingers that
was touched lightly, when vision was occluded, within 1 centi
meter of accuracy.
Methods:
l. Direct occupational therapist individual intervention
2. Occupational therapist consultation with the classroom teacher
3. Home-program suggestions
4. Parent/Caregiver intervention
S trate gie s:
1. Provide monitoring and collaborative consultation for teacher
implemented program.
2. Cuide the child through the motions of a fine motor activity to pro
vide tactile/proprioceptive and kinesthetic feedback.
3. Provide a multisensory approach as required.
4. Enhance the child's participation through high-interest activities.
Materials: Those used in tactile-stimulatory activities, such as:
Shaving cream
Finger paint
Clay dough
146
Pe ter
September 13, 1993
lnstructional Guide (continued)
Who:
1. Occupational therapist
2. Classroom teacher
3. Parent/Caregiver
Evaluation:
l. Sensory testing
2. Occupational therapist's clinical observations
3. Classroom teacher's observations
4. Parent/Caregiver's observations
Long-Term Goal 2:
To improve postura} control to provide a stable base of support needed to
facilitate better hand use for manipulation of classroom materials, posture
while working and playing, and mobility in the school and home environ
ments.
Objedive: To demonstrate improved balance between flexor and extensor
musculature (cocontraction), Peter will maintain a lifted and
extended posture of the head and upper body from a prone (on
stomach) position, for 5 seconds.
musculature (cocontraction), Peter will maintain a lifted and
curled position of the neck and shoulders, with arms crossed
over the chest, from a supine (on back) position, for 10 seconds.
Methods:
Strategies:
l. Utilize therapeutic preparatory techniques, with ongoing use of these
techniques as needed to facilitate adaptive responses.
2. Adapt fine motor activities as needed.
3. Provide practice and repetition to reinforce skill development.
4. Guide the child through the motions of a gross motor activity to pro
147
Pe ter
September 13, 1993
Instructional Guide (continued)
Materia Is:
Suspended equipment, such as netswings, platform swing
Scooterboards
Obstacle courses
Medium-sized therapy ball
Medium-sized bolster
Balance-beam activities
Who:
2. Physical education teacher
3. Parent/Caregiver
Evaluation:
2. Physical education teacher's observations
3. Parent/Caregiver observations
Long-Term Goal 3:
with fine motor tasks and classroom and home manipulatives
Objective: To demonstrate purposeful and accurate reach toward objects,
Peter will use an appropriate reach pattem, 9 out of 10 times.
Objective: To demonstrate appropriate release pattems, Peter will utilize
controlled release of an object above a small container with
wrist extension, 9 out of 10 times.
Objective: To demonstrate appropriate grasp or pinch pattem, Peter will
hold object between tips of opposed thumb and index finger
(fine pincer), 10 out of 10 times.
Objective: To demonstrate appropriate grasp or pinch pattem, Peter will
use a static tripod grasp when writing with a pencil, 75% of the
time.
Objective: To demonstrate hand preference/ dominance, Peter will reach
for and grasp objects with preferred hand, 5 out of 10 times.
Objective: To demonstrate arm midrange control/grading of movement
using appropriate force and accuracy, in order to perform
physical education, art, and classroom activities with control
and precision, Peter will stack 10 one-inch cubes without arm
resting on table.
148
Pe ter
September 13, 1993
Instructional Guide (continued)
Objective: To demonstrate isolated finger control, Peter will manipulate
all fasteners during dressing tasks.
Objective: To demonstrate improved arm strength and stability needed as
a foundation for controlled movement, Peter will wheelbarrow
walk for a distance of 10 feet, with support provided at the
knees.
Methods:
Strategies:
2. Present fine motor activities in developmental sequence.
4. Grade fine motor activities as needed.
5. Adjust the child's positioning to improve performance.
6. Provide positive reinforcement.
7. Cuide child through the motions of a fine motor activity to provide
tactile/proprioceptive and kinesthetic feedback.
8. Utilize upper-extremity weight-bearing activities.
Materia Is:
Scooterboards
Toys and materials requiring resistive squeeze and grasp, such as clay,
water pistols, tongs, tweezers
Toys and materials with small pieces, such as pegs, beads for stringing
Playground equipment
Cut-and-paste activities
Coloring activities
Toys requiring twisting and untwisting
Paper-and-pencil mazes
Finger painting
Pu tty exercises
Who:
l. Occupational therapist
3. Parent/Caregiver
149
Pe ter
September 13, 1993
Evaluation:
2. Physical education teacher's observations
Long-Term Goal 4:
copying, and eye-hand coordination tasks
Objedive: To demonstrate visual tracking, Peter will use disassociated eye
movements from the head to successfully follow a Wiffle® hall
suspended from a 3-foot string as it swings horizontally at eye
level, for 10 seconds.
Methods:
1. Direct occupational therapist individual intervention
S trate gie s:
2. Adjust the child's positioning to improve performance.
3. Enhance the child's participation through high-interest activities.
Materials:
Target games
Specialized computer software
Hidden-picture games
Who:
2. Parent/Caregiver
Evaluation:
Long-Term Goal 5:
To improve written communication skills for greater proficiency when us
ing writing implements and/or a keyboard
Objedive: To demonstrate motor control needed for prewriting tasks, Pe
ter will imitate a circle and an X recognizably, 2 out of 3 times.
Wiffle® is a registered trademark of Toe Wiffle Ball, Inc., Shelton, CT.
1 50
Pe ter
September 13, 1993
Methods:
l. Direct individual intervention by occupational therapist
2. Occupational therapist consultation with the dassroom teacher
Strategies:
1. Provide verbal cues as needed.
2. Provide demonstration as needed.
3. Provide hand-over-hand assistance.
5. Guide child through motions of fine motor activity to provide tactile/
proprioceptive and kinesthetic feedback.
7. Present visual motor activities in developmental sequence.
Materia Is:
Toys incorporating shape concepts
Scissor activities
Specialized computer software
Coloring activities
Painting with assorted paintbrushes
Clay dough activities
Who:
3. Parent/Caregiver
Evaluation:
l. Occupational therapist's clinical observations
4. Visual-motor evaluation
151
CASE STUDY #2-LAURA
Laura is a five-year-old girl with a medical diagnosis of cerebral palsy,
spastic diplegia. She has been receiving direct center-based occupational
therapy services since the age of eight months. She recently received a yearly
reevaluation to update her status and to set goals for the upcoming year. Pa
rental concerns for her at this time include her awkward fine motor skills and
her limited self-help / ADL skills.
During the occupational therapy reevaluation, Laura demonstrated good
concentration and attention span. She attempted and persisted with all tasks
presented to her, no matter how difficult the task.
Laura presented with adequate sensory motor responses, which included
good oculomotor control, refined tactile discrimination, and accurate awareness
of limb positions and movements. She enjoyed both self-initiated and imposed
movements during scooterboard, netswing, and therapy ball activities.
Laura demonstrated moderately increased extensor and adductor tone in
both lower extremities. This increased muscle tone causes her legs to be very
stiff and in an excessively straíght position. lt is difficult for her to keep her
legs apart, which causes her feet to hit each other while she walks. She wears
bilateral ankle-foot orthoses and ambulates with a posterior walker. Muscle
tone in her trunk and upper extremities was low. Passive range of motion was
full throughout upper and lower limbs, trunk, and pelvis. Laura maintained
short-sitting in an adapted chair independently. In short-sitting, however, her
pelvis was posteriorly tilted, her back was rounded, and her shoulders were in
a position of internal rotation and protraction. Active reach was limited to 120
degrees of shoulder flexion and abduction; subsequently, her pectoral muscles
were tight due to muscle shortening.
Laura lacked many of the motor components required for age-appropriate
fine-motor skills. Her reaching patterns tended to be in a pronated fashion
(palm side of hand facing down), thus limiting her view of objects in her
hands. Her reach Iacked smooth control and she frequently overshot or under
shot her target. Grasp patterns were delayed. She used an inferior pincer grasp
of small objects (thumb against the side of the index finger instead of the tip),
and a digital pronate grasp of a pencil (pencil held with the thumb and ali
fingers instead of a three-finger grasp).
Release of objects in a variety of sizes and shapes was accomplished by
using wrist flexion and/or surface contact (for example, bending the wrist
down to straighten the fingers, or pressing the object against a surface to assist
in release). Laura had much difficulty isolating finger movements, and she had
poor manipulation of objects within her hand. Fine motor skills and visual
motor integration, as measured by appropriate assessment tools, were two
years delayed.
153
Visual-perceptual skills (nonmotor) also were assessed. This was an area
of strength for Laura; she presented with age-appropriate skills in all areas.
Laura demonstrated difficulties in the areas of self-help/ ADL. She was
unable to put on or take off elastic-waist pants or a pullover shirt. She was able
to put on or take off her coat, hat, and gloves, but not her shoes, socks, or
braces. She was not able to manipulate fasteners such as buttons, snaps, and
hooks. Laura was independent in toileting and most grooming and hygiene
tasks; however, she had much difficulty washing, combing, and styling her hair
d u e t o upper-extremity reaching limitations.
After reviewing the findings of the occupational therapy reevaluation
with Laura and her family, goal areas were jointly developed. The following
goals and objectives (see the worksheets on pages 155-156 and detail on pages
157-162) were developed from that process.
1 54
CASE STUDY #2-LAURA
GOALS AND OBJECTIVES
l.aura
September 30, 1993
Long-Term Goal 1:
facititate better hand use for manipulation of classroom materials, posture
while working, and mobility in the home and school environments.
musculature, Laura will maintain a functional sitting posture
with upríght head and trunk, hips at 90 degrees and feet flat on
the floor, without support of the upper extremities, during
classroom activities, while positioned in an adaptive chair, for
10 minutes.
Methods:
1. Direct service occupational therapy
4. Occupational therapy consultation with the physical therapist
Strategies:
as needed to facilitate adaptive responses.
3. Vary the child's positioning to improve performance.
Materials:
Adaptive equipment
Therapy balls in small, medium, and large sizes
Bolsters in small, medium, and large sizes
Who:
2. Physical therapist
3. Parent/Caregiver
157
Laura
September 30, 1993
Goals and Objectives (continued)
Evaluation:
Long-Term Goal 2:
To improve upper-extremity control and fine motor skills to enhance
classroom performance
Objedive: To demonstrate appropriate grasp or pinch pattern, Laura will
hold object between pads of the opposed fhumb and index fin
ger with thumb and finger slightly flexed (neat pincer), 8 out of
10 times.
Methods:
Strategies:
1. Utilize therapeutic preparatory techniques, with ongoing use of these
Materia Is:
Toys and materials requiring resistive grasp and squeeze, such as putty,
Toys and materials with small pieces, such as pegs, beads for stringing
Pu tty exercises
Who:
2. Parent/Caregiver
Evaluation:
1 58
Laura
September 30, 1993
Long-Term Goal 3:
To improve functional shoulder, arrn, and hand control for greater success
with fine motor tasks and classroom manipulatives
Objedive: To maintain or irnprove functional range of motion, Laura will
extend involved arm(s) over head, as in raising hand to answer
question.
Objective: To maintain or irnprove functional range of motion, Laura will
place hands behind her neck with elbows out to the side (for
example, to adjust collar).
Objedive: To demonstrate upper-extremíty rnidrange control/grading of
movement, in order to perforrn gyrn, art, and classroom activi
ties with appropriate force and accuracy, Laura will stack 5
one-inch cubes without arm resting on table.
Objedive: To demonstrate upper-extremity rnidrange control/grading of
movement, in order to perforrn gyrn, art, and classroom activi
ties with appropriate force and accuracy, Laura will place 6
large-sized pegs directly into a board without undershooting or
overshooting the holes, 3 out of 4 times without resting arrn or
hand on table.
Objedive: To demonstrate isolated finger control, Laura will point or poke
with index finger, keeping ali other fingers flexed, 75% of the
time.
Objedive: To demonstrate isolated finger control, Laura will extend each
finger consecutively, as in counting, 75% of the time.
Objective: To demonstrate isolated nger control, Laura will depress in

fi
tended keyboard characters with only index finger extended, 3
out of 4 times.
Objedive: To demonstrate isolated finger control, aura will trace desired

L
forro with one extended finger, keeping ali others exed, 3 out
fl
of 4 times.
M ethods:
l. D irect service oc cupational therapy
2 . O ccupational therapy consultation with the physical therapist
3 . Home-program suggestions
4 . Parent/Caregiver intervention
159
Laura
September 30, 1993
Strategies:
Materials:
Toys and materials requiring resistive grasp and squeeze, such as putty,
Toys and materials with small pieces, such as pegs
Stringing toys (beads, macaroni, sewing cards, spools)
Coloring activities
Who:
2. Parent/Caregiver
Evaluation:
1. Goniometric evaluation
Long-Term Goal 4:
ing writing implements and/or a keyboard
Objedive: To demonstrate motor control needed for prewriting tasks,
Laura will use wrist movements to vary the direction of strokes
when coloring, rather than turning the paper, 75% of the time.
Methods:
...
...
1 60
Laura
September 30, 1993
Strategies:
9. Utilize experimental learning techniques.
10. Provide adaptive equipment as needed.
Materials:
Adaptive equipment
Dress-up costumes
Who:
2. Parent/Caregiver
Evaluation:
2. Appropriate fine motor evaluation
Long-Term Goal 5:
environments.
Objedive: To demonstrate functional dressings skills, Laura will open a
Velero® fastener with no assistance, 75% of the time.
Objedive: To demonstrate functional dressing skills, Laura will close a
Velero® fastener with no assistance, 75% of the time.
Objedive: To demonstrate functional dressing skills, Laura will use an
adaptive technique/device to manipulate a nonseparating zip
per, with no assistance, 75% of the time.
Velero® is a registered trademark of Velero U.S.A., lnc.
161
Laura
September 30, 1993
Methods:
l. Direct service occupational therapy
Strategies:
4. Teach compensatory techniques.
8. Require the child to specify an organizational plan before the task is
implemented.
9. Provide adaptive equipment as needed.
Materials:
1. Dress-up costumes
2. Clothing with Velero® closing
Who:
l. Occupational therapist
2. Parent/Caregiver
3. Teacher
Evaluation:
l. Occupational therapist's observations
2. Parent's/Caregiver's report
3. Teacher's observation
Velero® is a registered trademark of Velero U.S.A., lnc.
162
CASE STUDY #3-KELLY
Kelly is a three-year-old female with a diagnosis of Down syndrome. She
entered her local preschool program after receiving three years of early inter
vention services. Kelly received an occupational therapy evaluation in her
school to determine current related service needs and to provide input to the
classroom teacher.
Kelly was attentive throughout the evaluation session. She followed
simple directions well, and she attempted and persisted with all activities pre
sented. She demonstrated good concentration and attention span.
Kelly presented with good sensory motor responses in visual, tactile, pro
prioceptive, kinesthetic, and vestibular (body awareness) skills. She enjoyed a
variety of tactile activities, such as finger painting, play with foam, and
beanbox play. She responded well to both imposed and self-initiated movement
activities, such as being on a scooterboard, in a netswing, a n d o n a therapy hall.
Kelly demonstrated low muscle tone throughout. However, she was able
to move through all transitional positions, including sitting, kneeling, half
kneeling, standing, and running. Cross motor skills were near age level, with
the exception of one-foot balance and hopping. Slight difficulties were noted
with upper-extremity weight-bearing positions, such as wheelbarrow walking,
propelling a scooterboard, and opening and closing classroom doors.
Kelly demonstrated functional reach and release skills. She demonstrated
age-appropriate gross patterns, but grasp and pinch strength were weak.
Isolated finger control, in-hand manipulation, and dexterity were slightly
compromised, d u e t o K e l l y' stendency to use shoulder, wrist, and whole-hand
manipulation during fine motor tasks. Subsequently, her fine motor and per
ceptual motor skills were delayed but approximated her cognitive level of 30
months. This was evidenced by difficulties using scissors, imitating strokes and
designs with a crayon, removing a small cap from a bottle, completing a
formboard, and unbuttoning large buttons.
Kelly had difficulties in the areas of self-help. Although she was able to
remove all clothing, she was unable to put on a pullover shirt, elastic-waist
pants, coat, hat, and gloves. She had much difficulty with ali fastenings. In the
areas of feeding, Kelly was able to finger feed, use a sipper cup, and use a fork.
She was unable to use a regular cup or to spoon feed due to spillage. She was
dependent in all areas of grooming and hygiene.
163
Evaluation results indicated the need for occupational therapy services.
Following the lndividualized Education Plan meeting, the team recommended
an initial perlad of direct service occupational therapy, to set up a classroom
program with the teacher and to investigate the need for adaptive techniques
and equipment for self-help skills. Once this program is established, consulta
tion should be provided at the teacher's request to adapt and/or modify Kelly's
prograrn. The tearn determined goals together. However, the goals were not
stated in behavioral terms. The following goals and objectives (see the work
sheets on pages 1 65 - 1 66 and detail on pages 167-170) were formulated by the
occupational therapist to support the tearn's goals.
1 64
CASE STUDY #3-KELLY
Kelly
January 10, 1994
Long-Term Goal 1:
environments.
Objedive: To demonstrate functional dressing skills, Kelly will put on
pants in the appropriate orientation, with minimum assistance,
100% of the time.
Objedive: To demonstrate functional dressing skills, Kelly will put on
coat in the appropriate orientation, with no assistance, 100% of
the time.
Objedive: To demonstrate functional lunch and snack skills, Kelly will
successfully use a spoon, with minimum assistance, 75% of the
time.
Objedive: To demonstrate functional hygiene and grooming skills, Kelly
will wash hands and face thoroughly, with verbal cues, 100% of
the time.
Objedive: To demonstrate functional hygiene and grooming skills, Kelly
will dry hands and face thoroughly, with verbal cues, 100% of
the time.
Methods:
1. Individual occupational therapist intervention
2. Occupational therapist consultation with teacher and/or classroom
paraprofessional
5. Occupational therapist monitoring
Strategies:
1. Provide minimal assistance.
5. Teach compensatory techniques where necessary.
8. Guide the child through the motions of an activity to provide tactile/
proprioceptive and kinesthetic feedback.
167
Kelly
January 10, 1994
Materials:
Dress-up costumes
Oversized clothing
Toys requiring twisting and untwisting
Who:
3. Classroom paraprofessional
4. Parent/Caregiver
Evaluation:
2. Classroom teacher's clinical observations
3. Classroom paraprofessional's clinical observations
4. Parent/Caregiver's clinical observations
Long-Term Goal 2:
with fine motor tasks and classroom manipulatives
Objective: To demonstrate improved arm strength and stability, needed as
a foundation for controlled movement, Kelly will wheelbarrow
walk for a distance of 10 feet, with support provided at the
thighs.
a foundation for controlled movement, Kelly will indepen
dently push or pull open a school lavatory and/or exit door.
a foundation for controlled movement, Kelly will pull along a
rope using a hand-over-hand pattem, while prone (on stomach)
on a scooterboard, for a distance of 15 feet.
Objective: To demonstrate isolated finger control, Kelly will extend each
finger consecutively, as in counting, 50% of the time.
Objective: To demonstrate prescissor skills, Kelly will use squeeze tongs
to pick up and release 5 small objects.
Objective: To develop and refine scissor skills, using appropriate position
ing, Kelly will snip edge of paper 10 times, using small dass
room scissors.
1 68
Kelly
January 10, 1994
Methods:
l. Individual occupational therapy intervention
2. Occupational therapist consultation with classroom teacher
3. Occupational therapist consultation with classroom paraprofessional
S trate gie s:
4. Present gross motor activities in developmental sequence.
7. Utilize upper-extremity weight-bearing activities.
Materials:
Scooterboard
Toys and materials requiring resistive grasp and squeeze such as clay,
water pistols, tweezers
Puzzles
Beanbags
Balls
Who:
3. Classroom paraprofessional
4. Parent/Caregiver
Evaluation:
3. Fine motor evaluation
169
Kelly
January 10, 1994
Long-Term Goal 3:
facilitate better hand use for manipulation of classroom materials, posture
while working, and mobility in school and home environments
Objedive: To improve balance/equilibrium reactions, Kelly will respond
with trunk, arm, and leg movement of one side when shifted to
the opposite side, while half kneeling, 3 out of 4 times.
Objedive: To improve balance/equilibrium reactions, Kelly will stand still
on preferred foot, with eyes open and arms crossed over chest,
for 2 seconds.
Methods:
1. Individual occupational therapy intervention
2. Occupational therapist consultation with classroom teacher and/ or
para professional
Strategies:
2. Present gross motor activities in developmental sequence.
3. Grade gross motor activities as needed.
Materia Is:
1. Suspended equipment, such as netswings, platform swing
2. Playground equipment
3. Therapy halls in small and medium sizes
4. Balance-beam activities
5. Medium-sized bolsters
Who:
2. Physical therapist
3. Classroom teacher /Paraprofessional
4. Parent/Caregiver
Evaluation:
3. Gross motor evaluation
4. Standardized testing
170
CASE STUDY #4-CASEY
Casey is a seven-year-old boy in the second grade. He was referred for an
occupational therapy evaluation due to handwriting problems. His teacher re
ported that he is very distractible and often has difficulty attending to tasks
and completing activities.
During the occupational therapy evaluation, Casey was quite fidgety in
his chair. He appeared to be distracted easily by visual and auditory stimula
tion. Although he was able to sit for long periods, it was difficult for him to
focus on tasks presented.
Evaluation results indicated poor oculomotor control. 'He had much diffi
culty isolating eye movements during visual tracking. He was unable to per
form saccadic eye movements (quick shifts of gaze) between two moving tar
gets. Testing of vestibular functioning (response to movement stimulation), as
measured by postrotary nystagmus following rotation, indicated a
hyporesponsiveness to movement stimulation. He appeared to crave spinning
movement; and, following this stimulation, he appeared to be calmer and more
organized in his behavior and approach to tasks. Tactile, proprioceptive, and
kinesthetic awareness (body awareness) responses were within normal limits.
Casey presented with the necessary motor components required for fine
motor skills. These components included normal muscle tone and functional
grasp, reach, and release pattems. However, d u e t o Casey's difficulty in focus
ing on tasks, isolated finger movements were not well controlled, and he did
not persist with activities long enough to use varied manipulation strategies.
Casey presented with global delays in the area of nonmotor visual percep
tion. Subsequently, he had much difficulty with visual perceptual motor tasks,
such as block and pegboard designs and design copying. Visual perceptual
deficits also impacted on his cursive writing skills, as evidenced by poor spac
ing between letters and words. Letter sizes were distorted and letter formation
was poor, lacking adequate directionality.
After reviewing the findings of the occupational therapy evaluation with
Casey's parents and school team members, priorities were set for Casey's per
formance in school. The classroom teacher felt that he could address Casey's
distractibility in the classroom, but he was interested in receiving input from
the occupational therapist. Both Casey's parents and teacher wanted assistance
with addressing handwriting difficulties. They wanted the final outcome to be
that Casey would keep up with his classmates with written work. They were
open to both remediation and/or compensation. To meet Casey's needs, the
occupational therapist developed more specific goals and objectives for his edu
cational plan. These included:
Objective: To demonstrate visual focusing skills, Casey will focus for 5
minutes on an object being held or manipulated.
This objective was added to the teacher's goals and objectives for promot
ing improved concentration and attention span.
The following long-term goals and objectives (see the worksheets on
pages 172-173 and detail on pages 174-177) were added to Casey's IEP.
171
CASE STUDY #4-CASEY
Case y
September 9, 1993
Long-Term Goal 1:
copying, and eye-hand coordination tasks
Objective: To demonstrate visual focusing skills, Casey will focus for 5
minutes on an object being held or manipulated.
Objectíve: To demonstrate visual tracking, Casey will follow the second
hand of a classroom dock for 60 seconds, and correctly indicate
as it passes over each number.
Objectíve: To demonstrate visual tracking, Casey will disassociate eye
movements from the head during functional activities, 75% of
the time.
Objectíve: To demonstrate visual tracking, Casey will maintain visual con
tact while the teacher is moving about the room, 50% of the
time.
Long-Term Goal 2:
To improve perceptual motor skills for greater success in academics and
written work
Objectíve: To demonstrate improved awareness of forms and spatial rela
tions of objects to each other, Casey will copy age-appropriate
cube designs with 1 attempt.
Objectíve: To demonstrate improved awareness of forms and spatial rela
tions of objects to each other, Casey will join a picture which
has been divided into 10 pieces.
Objective: To demonstrate improved awareness of forms and spatial rela
tions of objects to each other, Casey will indicate which stimu
lus is in a different spatial orientation from the others pre
sented, 9 out of 10 times.
Long-Term Goal 3:
ing writing instruments and/or a keyboard
Objectíve: To demonstrate motor control necessary for writing tasks,
Casey will uniforrnly space letters, words, and/ or sentences
when writing, 75% of the time.
Objectíve: To demonstrate motor control necessary for writing tasks,
Casey will form all upper- and lower-case letters in manuscript
writing, using correct directionality of letter formation, 75% of
the time.
174
Case y
September 9, 1993
Methods:
Goal #1
a. Occupational therapy consultation with the dassroom teacher
b. Individual occupational therapy intervention
c. Home-program suggestions
d. Parent/Caregiver intervention
e. Classroom teacher intervention
f. Special educator/Teacher intervention
Goal #2
a. Individual occupational therapy intervention
b. Occupational therapy consultation with classroom teacher
c. Occupational therapy consultation with the child's classroom parapro
fessional
d. Parent/Caregiver intervention
Goal #3
a. Individual occupational therapy intervention
b. Occupational therapy consultation with the classroom teacher
c. Parent/Caregiver intervention
Strategies:
Goal #1
a. Provide positive reinforcement.
b. Enhance the child's participation through high-interest activities.
c. Provide moderate ongoing structure for task completion.
d. Provide decreasing structure for task completion.
e. Provide a work space with minimal distractions.
f. Utilize activities with increasing numbers of steps or sequences.
Goal #2
a. Utilize therapeutic preparatory techniques, with ongoing use of these
b. Provide practice and repetition to reinforce skill development.
e Adjust the child's positioning to improve performance.
175
Casey
September 9, 1993
Goal #3
a. Provide verbal cues as needed.
b. Provide practice and repetition to reinforce skill development.
c. Provide a multisensory approach as required.
d. Provide minimal ongoing structure for task completion.
e. Provide decreasing structure for task completion.
f. Provide a workspace with minimal distractions.
g. Utilize experimental learning techniques.
h. Teach compensatory techniques.
Materials:
Goal #1
a. Classroom assignments
b. Specialized computer software
c. Board games
d. Hidden-picture games
e. Paper-and-pencil mazes
f. Suspended equipment, such as netswings, platform swing
Goal #2
a. Toys incorporating size concepts
b. Toys incorporating shape concepts
c. Coloring activities
d. Tracing activities
e. Specialized computer software
f. Hidden-picture games
g. Paper-and-pencil mazes
h. Dot-to-dot sheets
Goal #3
a. Adaptive equipment
b. Cut-and-paste activities
c. Coloring activities
d. Tracing activities
e. Specialized computer software
f. Paper-and-pencil mazes
g. Dot-to-dot sheets
h. Painting with assorted paintbrushes
i. Clay dough activities
176
Case y
September 9, 1993
Who:
Goal #1
a. Classroom teacher
b. Occupational therapist
c. Parent/Caregiver
Goal #2
a. Occupational therapist
b. Parent/Caregiver
c. Classroom teacher
Goal #3
a. Occupational therapist
b. Parent/Caregiver
c. Classroom teacher
Evaluation:
Goal #1
a. Occupational therapist's clinical observations
b. Classroom teacher's observations
c. Parent/Caregiver's observations
Goal #2
a. Appropríate visual-motor evaluation
b. Appropriate visual perception evaluation
c. Occupational therapist's clinical observations
Goal #3
a. Occupational therapist's clinical observations
b. Classroom teacher's observations
c. Parent/Caregiver's observations
d. Appropriate visual-motor evaluation
e. Appropriate visual perception evaluation
177
GLOSSARY
Abduction: Movement away from the body's midline.
Active range of motion: Self-imposed movement of a body part through the
full excursion possible at a specific joint, using muscle contractions.
Adduction: Movement toward the body's midline.
Asymmetrical bilateral coordination: Simultaneously using both sides of the
body to perform different movements.
Balance and equilibrium responses: Refers to many compensatory automatic
movements used to regain midline stability; allows one to establish and re
establish one's center of gravity.
Bilateral coordination: Refers to smooth purposeful action of muscles on both
sides of the body.
Cocontraction: Refers to the simultaneous activation of opposing muscle
groups around the joint(s), resulting in stabilization or holding of a position at
that point.
Crawl: Movement by pulling the body, using reciprocal arm and leg move
ments with belly touching floor.
Creep: Movement in a quadruped position by alternating arm and leg move
ments.
Directionality: Toe ability to perceive the directional relationship of object to
self and/or another object.
Dynamic tripod pencil grasp: Holding pencil between pads of opposed thumb
and index and side of middle finger's first joint, with ring and little finger
flexed arching the palm. Writing by moving the fingers with the wrist slightly
extended.
Extension: Straightening of a joint o r a body part, using muscle contraction.
Extensor(s): Refers to the musde(s) that straighten a joint or body part.
Fine pincer grasp: Holding an object between tips of opposed thumb and index
finger.
Flexion: Bending a joint or part of the body, using musde contraction.
179
Flexor(s): Refers to the muscle(s) that bend a joint or part of the body,
Half-kneel: Kneeling on one knee with other hip and knee flexed and foot flat
on floor.
Hand dominance: Establishment or consistent use of a preferred hand, which
becomes more skillful.
Inferior pincer grasp: Holding an object between the extended thumb and the
index finger, proximal to the pad.
In-hand manipulation: Ability to hold an object and move it into different
orientations, using only the thumb and fingers of one hand.
Intrinsic muscle control: Using the small muscles of the hand which are re
sponsible for refined hand movements.
lsolated finger control: Ability to selectively move only a specified finger.
Kinesthesia: Refers to the awareness of joint movement through receptors in
and around the joint.
Lateralization: Toe ability of the brain to process certain types of information
on one side more efficiently than on the other side.
Lateral pinch grasp: Holding an object between adducted thumb and side of
index finger.
Midline: Refers to an imaginary line through the center of the body from head
to foot.
Midline crossing: Ability to reach across from the left side of the body to the
right side of the body and vice versa.
Mid-range control: Ability to grade the movement between full extension and
full flexion of specific muscle groups to smoothly perform an action.
Motor planning: Refers to one's ability to originate, plan, and execute a novel
motor activity.
Neat pincer grasp: Holding an object between pads of opposed thumb and in
dex finger, with finger and thumb slightly flexed.
Ocular motor control: Ability to coordinate the extemal muscles of the eye,
produdng smooth eye movements in ali planes.
Opposition: Touching tips of thumb and finger(s) with rounded web space and
slightly flexed fingers.
Passive range of motion: Body part is moved through the full excursion pos
sible at a specific joint, with movement externally imposed.
1 80
Perception: Ability to perceive, organize, and act upon information received
through the senses: seeing, hearing, smelling, tasting, touching, feeling move
ment, and position of the body in relation to self and to environment.
Perceptual motor: The ability to respond motorically to what is perceived.
Postura! control: Refers to the skill required to maintain stability and alignment
during daily activities.
Prone: Lying on stomach.
Proprioception: Refers to the awareness of the position of the body in space.
Information is obtained from receptors in the muscles and joints.
Protective responses: Refers to extension of the extremities toward the support
ing surface in response to sudden shift in the center of gravity.
Quadruped: Positioned with weight bearing only on hands and knees.
Radial digital grasp: Holding an object between opposed thumb and pads of
fingers, with no palm involvement.
Radial palmar grasp: Flexion of fingers against an object pressing it into palm,
with no thumb participation.
Reciproca! bilateral coordination: Using both sides of the body to perform the
same movement in an altemating rhythmical pattem.
Síde-sit; Sitting with weight primarily on one buttock, and hips and knees bent
toward the weight-bearing side.
Spatial relations: Ability to see the position of objects in relation to self and in
relation to each other.
Static pencil tripod grasp: Holding a pencil between pads of opposed thumb
and index and side of middle finger's first joint, with ring and little fingers
only slightly flexed. Writing occurs by moving the whole hand or arm, rather
than the fingers.
Supine: Lying on back.
Symmetrical bilateral coordination: Performing the same action, using both
sides of the body simultaneously.
Three-point grasp (tripod): Holding an object between pad of opposed thumb
and pads of index and middle fingers.
Visual closure: Ability to mentally complete a letter, picture, or shape, given
only a minimal outline.
181
J
Visual discrimination: Ability to see differences and similarities between
stimuli.
Visual figure-ground: Ability to see and differentiate specific stimuli from
background stimuli.
Visual fixation: Ability to focus eyes on stimulus for an appropriate length of
time.
Visual localization: Ability to use quick, effident eye movements to find specí
fied stimuli.
Visual memory: Ability to see and remember a stimulus.
Visual sequencing: Ability to see and understand distinctions between objects
or symbols, and to order them in a specified way.
Visual tracking: Ability to smoothly coordinate eye movements in various
planes to follow a moving object.
Wheelbarrow walk: Walking on hands with elbows extended, and hips, knees,
and / or ankles supported by someone else.
182
SUGGESTED R E A D I NGS
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survey. AOTA Occupaiumal Therapy Netos 40(7):6.
___ . 1987. Guidelines for Occupational Therapy Services in School Systems
(Revised). Rockville, MD: AOTA.
___ . 1989. Guidelines for Occupational Therapy Services in Early Interueniion and
Preschool (Revised). Rockville, MD: AOT A.
Ayres, A. J. 1972. Sensory lntegration and Learning Disorders. Los Angeles: West
ern Psychological Services.
__ . 1980. Sensory lntegration and the Child. Los Angeles: Western Psychologi
cal Services.
Bly, L. 1983. The Camponents of Normal Development During the First Year of Life.
Chicago: Neurodevelopmental Treatment Associates Publishers.
Bobath, B. 1971. Abnonnal Postura/ Reflex Activity Caused by Brain Lesions. Lon
don: William Heinemann Medical Books.
Bobath, B., and K. Bobath. 1975. Motor Development in Different Types of Cerebral
Palsy. London: William Heinemann Medica} Books.
Boehrne, R. 1988. lmproving Upper Body Control. Tucson, AZ: Therapy Skill
Builders.
Brinckerhoff, J. L., and L. J. Vincent. 1986. Increasing parental decision making
at the individualized educational program meeting. fournal of the Diuision

for Early Childhood 11(1):46-58.
Caplan, F., and T. Caplan. 1977. The Second Twelve Manths of Life. New York:
Bantam Books, Inc.
__ . 1983. The Early Childhood Years: The Tuo-Six Year Old. New York: Ban
tam Books, Inc.
183
Clark, P. N., and A. S. Allen. 1985. Occupational Therapy for Children (Revised).
St. Louis: C. V. Mosby Co.
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Disabilities. San Rafael, CA: Academic Therapy.
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system. American Journal of Occupational Therapy 42(11):718-723.
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ment. Baltimore: RAMSCO Publishers.
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of team goals: An essential step toward rational decision making. Excep
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185

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OT GOALs

term goals and SS general objective areas is provided as a quick reference on

pages 33-36, along with 648 specific objectives.

Briefly stated, the long-term goal areas are:

Pages 41-48 LTG 1 Sensory processing-Objectives dealing with ac-

commodation, awareness, tolerance, discrimina­

tion, and organization of touch, movement, and

auditory and olfactory stimuli.

Pages 49-54 LTG 2 Postura! control-Objectives dealing with co-con-

traction, protective responses, and balance and

Pages 55-75 LTG 3 Upper-extremity control and fine motor skills-

Objectives dealing with reach, release, grasp-and­

pinch pattems, dominance, lateralization, midrange

control, and grading of force, strength, isolated

finger control, in-hand manipulation, scissor use,

and range of motion.

Pages 77-84 LTG 4 Motor planning-Objectives dealing with proprio-

ception/kinesthesis, ideation, and planning and

execution of motor tasks.

Pages 85-91 LTG 5 Bilateral motor coordination-Objectives dealing

with crossing of midline; and movements which

are symmetrical, asymmetrical, and reciprocal.

Pages 93-98 LTG 6 Ocular motor control-Objectives dealing with

visual skills of focusing, tracking, scanning, and

Pages 99 - 1 1 1 LTG 7 Perceptual motor skills-Objectives dealing with

body awareness, spatial awareness, and the visual

perceptual skills of sequencing, figure-ground dis­

crimina tion, and closure.

Pages 1 1 3 - 1 2 0 LTG 8 Written communication-Objectives dealing with

prewriting and writing, using classroom tools,

and keyboarding skills.

dressing, and hygiene and grooming skills.

Pages 127-135 LTG 10 Work behaviors--Objectives dealing with ability

to function in a group, attending skills, and self­

coping and task-coping skills.

Pages 137-139 LTG 11 Endurance-Objectives dealing with ability to sus­

tain participation in tasks for appropriate lengths

improvement. These choices are referred to as "qualifiers." They are designed

to expedite and individualize the therapist's formulation of objectives. They

Using OT GOALs is a simple process.

nesses and identifying areas of need.

2. Select long-tenn goal areas corresponding to identified areas of need.

(For example, if a child is found to have difficulty with fine motor

skills and midline crossing, then long-tenn goals 3 and 5 would be

36 for a list of objective areas referred to in this book.

4. Specific objectives are listed following each long-tenn and general

goal. Select specific objectives which will most efficiently produce

progress toward the long-term goals and general objectives. Severa}

specific objectives may be used simultaneously.

S. Have the child attempt the selected specific objectives, establishing

baselines of performance. Once baselines are determined, each objec­

tive can be tailored to the individual child by selecting specific qualifi­

of qualifiers provided on each objectives page.

6. lf the goals and objectives provided in OT GOALs do not appear to

customized goals. To assist in writing original goals, see "Cuide for

Developing Customized Goals and Objectives" (pages 24-25).

7. Appropriate and behavioral long-term goals and objectives now have

complished by hand-writing them in detail; or you can use one of the

OT GOALs worksheets (pages 28 or 30) to speed the process. Refer to

the samples on pages 29 and 3 1 .

While 55 general and 648 specific objectives are provided in OT GOALs,

The fallowing guide is provided to assist therapists in producing effective be­

Long-tenn goals identify the general area to be addressed, as well as explain

commodation, awareness, tolerance, discrimina

Objectives dealing with reach, release, grasp-and

perceptual skills of sequencing, figure-ground dis

to function in a group, attending skills, and self

Pages 137-139 LTG 11 Endurance-Objectives dealing with ability to sus

baselines of performance. Once baselines are determined, each objec

tive can be tailored to the individual child by selecting specific qualifi

The fallowing guide is provided to assist therapists in producing effective be

understandable terms that promote teacher-parent comprehension. Each objec

2. What? What action is being performed, or what skill is being mea

The OT GOALs worksheets are meant to be timesaving tools in the proc

sponding numbers after "Methods" on the worksheet. (In the ex

ample, we selected #1, "Individual occupational therapy interven

Occupational Therapy Goals and Objectives 19 -19

Page LTG ; OBJ __; # -----�· Qualifiers _

Page LTG ; OBJ __; # ...J

Page LTG ; OBJ __; # -----�· Qualifiers _

Page LTG ; OBJ ; # ,· Qualifiers _

Page LTG ; OBJ __; # · Qualifiers

Page LTG ; OBJ __; # .: Qualifiers _

Page LTG ; OBJ __; # -----�· Qualifiers _

Page LTG ; OBJ ; # ,· Qualifiers _

Page LTG ; OBJ ; # ___,· Qualifiers _

Page LTG ; OBJ ; # _,· Qualifiers _