Ot Goals Nuevo

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 99-111 LTG 7 Perceptual motor skills-Objectives dealing with
body awareness, spatial awareness, and the visual
perceptual skills of sequencing, figure-ground dis-
crimination, and closure.
Pages 113-120 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 efficiently 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 objective can be tailored to the individual child
by selecting specific qualifiers 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 accomplished 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 31.
23
GUIDE FOR DEVELOPING
CUSTOMIZED GOALS
AND 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 muchas 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.
Avoid 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 OT GOALs WORKSHEETS
The OT GOALs worksheets are meant to be timesaving tools in the
process 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 document later. The worksheets themselves
are not meani to be placed into the final documentation! 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 referred 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 objectives 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.
HOW 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
teacher." On the worksheet, we wrote "I, 6 after "Methods.")
11
7. Select "Strategies" (see pages 15-16), and write the corresponding

number on the worksheet.
8. Select "Materials" (see pages 16-17), and write the corresponding
number on the worksheet.
9. Select who will be responsible for assessing and implementing the
goal (see "Who," page 17), 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 _
© 1992 by Partners in GOALS.

Sample
OT GOALs WORKSHEET A
Occupational Therapy Goals and Objectives 19�-19-2:!Í
Name: ...�
-�..L...>,,.-.... Á
. . . . ""'.e""'e.. . Therapist: 7é! � 1 O T/!.
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 _
Page LTG ; OBJ ;# _, Qualifiers _
Page LTG ; OBJ ;# _, Qualifiers -------------

OT GOALs WORKSHEET 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
© 1992 by Partners in GOALS.

Sample
Name: ,�
Date,
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2-..Z�-&'.3
Occupational Therapy Goals and Objectives 19-2.,,L-19�
¿_¿. Therapíst:
District;
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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 ---'-/"7 --+-i----

Page _ LTG OBJ _, #
_J. _J Qualifiers �
Methods ------�· Strategies ------�· Materials

J
Who � Evaluations _
Page _ LTG ---�· OBJ ,· # ,· Qualifiers �
Methods ,· Strategies ------�· Materials --------J
Who �· Evaluations _
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 OF
LONG-TERM GOALS AND
GENERAL 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.
Objective M: To maintain or improve active range of motion,

74
needed for activities such as reaching and self-help tasks.
Objective N: To maintain or improve functional range of motion.

75
Long-Term Goal 4: To improve motor planning to enhance
77
quality of movement and efficient organization of self for effective
participation in school and home activities.
Objective A: To demonstrate improved awareness of positions

79-80
and movements of body parts (proprioception/kinesthesia).
Objective B: To demonstrate the ability to generate (think of)

81 ideas for action.
Objective C: To demonstrate the improved ability to plan a

82 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/
sweaters b. medium b. minutes b. hat
c. large c. repetitions c. gloves /mittens
d. --inch d.
boots e.
shoes
Accuracy Grasps f. socks
a. inches a. lateral g. button-down
b. feet b. three-point smock/shirt
c. only _ errors c. two-point h. pullover
d. within a _- d. típ-típ smock/
inch space e. oppositio i. shirt
e. _degrees n belt
j. braces/ orthotics
f. deviation k. clothes
Hand/Foot Usage Plane Fasteners

a. preferred a. horizonta a. large buttons
b. nonpreferre b. l vertical b. small buttons
c. d bilateral c. diagonal c. separating
d. both d. circular d. nonsepara
zipper 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. tennis 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 CONVERSION
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 OT GOALs
1 putty (color coded)
/2 -gallon container cotton balls
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
chair 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
LONG-TERM GOAL
1
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 in_ (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. Indicate 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.
h.
desk top
(any specific activity
Objective B
of your choice) To demonstrate improved accommodation to movement sensations,
(child's name) will:
Plane
a. horizontal l. Initiate participation in a _ (School-Related Activity) activity (slides,
b. vertical climbing, etc.) involving self-ímposed movement on an immobile surface
c. diagonal in a _ (Plane) plane for _ minutes.
d. circular
e. rotary
f. pendular 2. Initiate participation in a _ (Schaol-Related Activity) activity involving
g. linear self-imposed movement on a movable surface in a _ (Plane) plane for
h. forward minutes.
i. backward
j. sideways 3. Partidpate in a functional activity involving imposed movement in a_
k. forward, backward,
and sideways (Plane) plane for _ minutes.
l. multidirectional
4. Participate in a_ (School-Relaied Activity) activity involving imposed
NOTES movement on a movable surface in a _ (Plane) plane for _ minutes.
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 _
"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 itas 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
j. no
movements, (child's name) will:
k. (any combination of
above) "l. With _ (Degree of Assistance) _ (Type of Assistance) participate in a
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
d. prompt ous movements, within _ minutes.
e. demonstration
f. cues *3. Perform a desk-top activity for _ minutes, with less than _ (number)
g. in functional activi- movement breaks.
ties
h. independently
i. with gravity (as-
*4. Participate in a motor activity, with less than _ (number) extraneous
sisted) movements, within _ minutes.
j. gravity eliminated
k. against gravity Customized objectives:
l. with facilitation
to
m. with adapted devices
n. passive
o. active
q. (any combination of
above)
NOTES
48
LONG-TERM GOAL
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
f. ankle while working or playing, and mobility in school and home environments.
g. thigh
h. thumb
i. index finger Objective A
j. long/middle finger To demonstrate improved balance between flexor and extensor musculature
k. ring finger (cocontraction), (child's name) will:
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.
Objective A-10
*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,
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
QUAUFIERS
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 playing, and mobility in school and home environments.
f. pendular
g. linear
h. forward
í, backward
Objective B
j. sideways To improve spontaneous use of protective responses, _
k. forward, backward, (child's name)
and sideways will:
L multidirectional
1. Demonstrate a protective response (including extension of the arms)
NOTES when moved quickly forward while prone (on stomach) overa large
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
NOTES while working or playing, and mobility in school and home environments.
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
LONG-TERM GOAL
3
To improve functional shoulder, arm, and hand
control for greater success with fine motor tasks
and classroom and home manipulatives.
QUALIFIER
S Hand/Foot
Usage
c. bilateral
Long-Term Goal 3
g. unila teral To improve functional shoulder, arm, and hand control for greater success
with fine motor tasks and classroom and home manipulatives.
Body Movements
i. prona tion/ prona ted
j. supina tion/ supina Objective A
ted To demonstrate purposeful and accurate reach toward objects,
l. neutral (child' s name) will:
NOTES
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
c. large
Long-Term Goal 3
d. _-inch To improve functional shoulder, arm, and hand control for greater success
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
To improve functional shoulder, arm, and hand control for greater success
Objective e
To demonstrate appropriate grasp or pinch pattem, _
(child' s name) will:
"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
f. left To improve functional shoulder, arm, and hand control for greater success
School-Related Activities with fine motor tasks and classroom and home manipulatives.
b. playground
c. classroom Objective D
d. fine motor To demonstrate a hand preference or dominance, (child's
e. gross motor name) will:
f. postura!
g. desk top
h. (any specific activity l. Reach for and grasp objects with _ (Hand/Foot Usage) hand, _
of your choice) out o times.
Degree of Assistance 2. Reach for an object and manipulate it with the same hand, _% of the
a. minimum(ly) time.
b. moderate(ly)
c. maximum(ly)
d. verbal 3. With _ (Degree of Assistance) _ (Type of Assistance), initiate and
e. hand-over-hand complete an activity consistently using the same hand, _% of the time.
f. physical
g. tactile 4. With _ (Degree of Assistance) _ (Type of Assistance), use nonpreferred
h. auditory hand only asan assisting hand during bimanual tasks, _% of the time.
i. visual
j. no
k. (any combination of *5. Use drawing/writing implement with only _ (Hand/Foot Usage) hand,
above) _% of the time.
Type of Assistance *6. With _ (Degree of Assistance) _ (Type of Assistance), initiate and
a. assistance complete a_ (School-Related Activity) using _ (Hand/Foot Usage)
b. supervision hand,
c. guidance
_% of the time.
d. prompt
e. demons tra tion
f. cues 7. Perform most activities using a_ (Hand/Foot Usage) dominant pattem,
g. in functional _% of the time.
activities
h. independently "8. Cut with scissors with dominant hand while other hand assists by
i. with gravity
turning paper, _% of the time.
(assisted)
k. against gravity "9. Hold ruler in place with assisting hand while making pencil line with
l. with facilitation dominant hand, _ out of _ times.
to
m. with adapted devices *10. With preferred hand, successfully use a spoon with _ (Degree of
n. passive Assistance) _ (Type of Assistance), _% of the time.
o. active
q. (any combination of *11. With preferred hand, successfully use a fork with _ (Degree of Assis-
above) tance) _ (Type of Assistance), _% of the
time. Customized objectives:
60 • These objectives are skills to be observed within the classroom setting. They may be especially
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 To improve functional shoulder, arm, and hand control for greater success
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. Place_ (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 forma 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
1/2-inch
15. Place the second triangular parquetry piece onto a square or diamond
3/4-inch outline without displacing the first piece, within _ (number) attempts.
1 inch (2 inches, etc.)
*16. Place four one-inch cubes together to forma large square without
Degree of Assistance displacing the other cubes while working, within _ (number) attempts.
a.
minimumfly) b. *17. Place parquetry blocks onto _ (number)-block design card
moderate(ly) c. without displacing previously placed blocks more than _ times.
maximumOy) d.
verbal
18. Stand_ (number) dorninoes vertically, approximately one inch apart, to
e. hand-over-hand
f. physical forro a chain without any falling.
g. tactile
h. auditory *19. Press computer or electric typewriter keys with appropriate pressure to
i. visual type only one character for each touch, _ out of _ times.
j. no
k. (any combination of "20. Effectively remove from and/or insert tape recorder cassette in_
above)
(number) attemptís).
Type of Assistance
a. assistance "21. Maintain adequate pressure on glue bottle to evenly cover a_
b. supervision (Fraction)-long line.
c. guidance
d. prompt "22. Squeeze and release a standard glue bottle to forro_ (number) small
e. demons tra tion
glue dots, within _ (number) attempts.
f. cues
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
above)
• 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)
c. maximum(ly)
Long-Term Goal 3
d. verbal To improve functional shoulder, arm, and hand control for greater
e. hand-over-hand success with fine motor tasks and classroom and home manipulatives.
f. physical
g. tactile
h. auditory Objective G
i. visual
j. no
To demonstrate improved arm strength and stability, which are needed
k. (any combination of as a foundation for controlled movement, (child' s name)
above) will:
Type of Assistance 1. Reach with alternating hands while propped on forearms in prone
a. assistance (on stomach), for _ (number) minutes (for example, while turning
b. supervisión
pages of a book/ assembling puzzles).
c. guidance
d. prompt
e. demons tra tion 2. With _ (Degree of Assistance) _ (Type of Assistance), reach with
f. cues free hand while supported on other forearm in side-sit position, for
g. in functional _ (number) minutes on each side (for example, while stacking
activities blocks/ playing board game).
h. independently
i. with gravity (assisted)
j. gravity eliminated 3. With _ (Degree of Assistance) _ (Type of Assistance), reach with
k. against gravity free hand across midline while supported on an extended arm in
l. with facilitation side-sit position, for _ (number) minutes on each side (for
to example, while assembling puzzles/playing with pegboard).
n. passive
o. active
4. With _ IDegree of Assistance) _ (Type of Assistance), reach with
p. adaptive techniques alternating hands while maintaining quadriped (hands and knees),
q. (any combination of for _ (number) minutes (for example, while rolling a ball).
above)
5. Reach with alternating hands while prone on extended arms
Size overa_ (Size) bolster (diameter larger than child's arm length)
a. small which is placed under the _ (Body Part), for _ (number) minutes.
b. medium
6. Reach with alternating hands while prone on extended arms over a
c. large _ (Size) ball (diameter larger than child's arm length) which is
Body Parts
a. chest placed under the _ (Body Part), for _ (number) minutes.
b. abdomen
c. knees 7. With _ (Degree of Assistance) _ (Type of Assistance), reach with
d. hips alternating hands across midline while leaning back on extemally
e. shoulder
rotated and extended arms in a long-sitting position, for _ (number)
f. ankle
g. thigh minutes (for example, while throwing beanbags at a target).
h. thumb
i. index finger 8. Push off from a wall using hands while prone (on stomach) on a
j. long/middle finger scooterboard, ending with hands at least _ (number) feet from the
k. ring finger wall, ·
l. little (pinky) finger times.
(contin
64
• These objectives are skills to be observed within the classroom setting. They may be espec.�
"9. Use an overhand method to throw a_ (Type of Ball) ball for a distance
QUALIFIERS of (number) feet.
Body Parts
a. chest
b. abdomen 10. Propel a scooterboard while prone (on stomach) for _ (number) feet,
c. knees using hands only.
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
i. index finger *12. Participate in a_ (School-Related Activity) activity, for _ (number)
j. long/middle finger minutes, with _ (number) rest periods.
k, ring finger
l. little (pinky) 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
c. _-inch playground while prone (on stomach) in a netswing.
d. _-inch therapy
e. hard *15. Independently _ (push/pull) open a school lavatory and/or exit <loor.
f. tennis
g. basket *16. Pull a wagon which has_ (number) child(ren) in it for a distance of
h. _-inch foam _ (number) feet.
i. base
j. medicine *17. Push a classroom desk a distance of (number) feet.
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.
a. physical education *19. Carry mealtime items with _ (Degree of Assistance) _ (Type of Assis-
b. playground
tance), _% of the time.
c. classroom
d. fine motor
e. gross motor *20. Pour liquids without spilling with _ (Degree of Assistance) _ (Type of
f. postura! Assistance), _% of the time.
g. desk top
h. (any specific activity
of your choice) Customized objectives:
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 useful in the total team-generated IEP models.
65
QUALIFIERS
Body Parts
a. chest
b. abdomen Long-Term Goal 3
c. knees
d. hips
To improve functional shoulder, arm, and hand control for greater
e. shoulder success with fine motor tasks and classroom and home manipulatives.
f. ankle
g. thigh
h. thumb Objective H
i. index finger To demonstrate isolated finger control, (child's name) will:
j. long/middle finger
k. ring finger
l. little (pinky) finger *1. Extend each finger consecutively as in counting, _% of the time.
NOTES *2. Point or poke with index finger, keeping all other fingers flexed, _%
of 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 ata 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
_ (number) inches apart, using only isolated finger movements, _
out of times.
(continued)
66 useful in the total team-generated IEP models.
*15. Draw _ (number) connected loops between two parallel lines which are
QUALIFIERS
_ (number) inches apart, using only isolated finger movements, _ out
Graphomotor of times.
a. manuscript
b. cursive
c. upper *16. Use isolated finger movements to write the alphabet in_ (upperliouier)-
d. lower case (manuscript/cursive) writing, for _ (number) of the 26 letters.
NOTES Customized objectives:
67
NOTES
Long-Term Goal 3
Objective I
To demonstrate in-hand manipulation, (child's name) will:
"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. Pickup_ (number) small pegs, one ata 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 ata time, with one hand, _ out
of times.
"9. Hold and sort _ (number) coins, one ata 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 ata 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 pickup and release _ (number) one-ínch blocks.
3. Use squeeze tongs to pickup and .release _ (number) marbles.
4. Use squeeze tongs to pickup and release _ (number) small objects.
5. Use scissor tongs to pickup and release _ (number) cotton balls.
6. Use scissor tongs to pickup and release _ (number) one-inch blocks.
7. Use scissor tongs to pickup and release _ (number) marbles.
8. Use scissor tongs to pickup and release _ (number) small items.
9. Use tweezers to pickup 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).
especia.Ily
70
QUALIFIERS
Classroom Tools
a. standard classroom
scissors Long-Term Goal 3
b. squeeze or easy-grip
scissors To improve functional shoulder, arm, and hand control for greater success
c. adapted scissors with fine motor tasks and dassroom and home manipulatives.
d. sharp scissors
e. ruler
f. stapler Objective K
g. compass Objectives 1 through 13 are task oriented. Objectives 14 through 21 are
h. hole punch
i. pencil sharpener quality oriented. Objectives from both areas are recommended.
j. one-inch blade
scissors To develop and refine scissor skills using appropriate hand positioning,
k. tape dispenser (child's name) will:
NOTES Task-Oriented Objectives:

"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:
scissors *14. Cut using a neutral (thumbs up) approach with both hands, _% of the
b. squeeze or easy-grip 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
g. compass _% of the time.
h. hole punch
i. pencil sharpener *17. Cut, using a balance of thumb and finger flexion and extension, _% of
j. one-inch blade the time, using _ (Classroom Tool).
scissors
k. tape dispenser
*18. Cut, grasping the scissors with the thumb and first two fingers, _% of
NOTES the time, using _ (Classroom Tool).
*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.
"21. 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
e. right
f. Jeft
Long-Term Goal 3
Body Parts with fine motor tasks and classroom and home manipulatives.
i. index finger
j. Jong/middle finger
k. ring finger Objective L
l. little (pinky) 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
b. extension l. Allow /tolerate _ (number) degrees of _ (Hand/Foot Usage) shoulder
c. abduction _ (Body Movement).
d. adduction
e. externa! rotation 2. Allow /tolerate _ (number) degrees _of _ (Hand/Foot Usage) elbow
f. interna! rotation
_ (Body Movement).
g. ulnar deviation
h. radial deviation
i. prona tion/ prona ted 3. Allow /tolerate _ (number) degrees of _ (Hand/Foot Usage) forearm
j. supina tion/ supina ted _ (Body Movement).
k. opposi tion/opposed
l. neutral 4. Allow /tolerate _ (number) degrees of _ (Hand/Foot Usage) wrist
m. (any combination of
above)
_ (Body Movement).
NOTES 5. Allow /tolerate _ (number) degrees of _ (Hand/Foot Usage) thumb

_ (Body Movement).
6. Allow /tolerate _ (number) degrees of _ (Hand/Foot Usage) _ (Body

Part) finger _ (Body Movement).
73
QUALIFIERS
Hand/Foot Usage
c. hila teral
f. left To improve functional shoulder, arm, and hand control for greater success
Body Parts
i. index finger
j.
k.
long/middle finger
ring finger
Objective M
l. little (pinky) 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
c. abduction
_ (Body Movement).
d. adduction
e. external rotation 2. Demonstrate _ (number) degrees of _ (Hand/Foot Usage) elbow
f. internal rotation _ (Body Movement). ·
g. ulnar deviation
h. radial deviation 3. Demonstrate _ (number) degrees of _ (Hand/Foot Usage) forearm
i. pronation/pronated
j. supination/supinated _ (Body Movement).
k. opposi tion/ opposed
l. neutral 4. Demonstrate _ (number) degrees of _ (Hand/Foot Usage) wrist
m. (any combination of _ (Body Movement).
above)
5. Demonstrate _ (number) degrees of _ (Hand/Foot Usage) thumb
NOTES
_ (Body Movement).
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
LONG-TERM GOAL
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.
QUALIFIER
S
PI.a.ne
Long-Term Goal 4
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
g. linear
h. forward body parts (proprioception/k.inesthesia), (child' s name)
i. backward will:
j. sideways
k. forward, backward, 1. With eyes closed, accurately duplicate an imposed position on self
and sideways (as placed by therapist) on the opposite side of the body, executing
l. multidirectional
_ (number) positions.
Graphomotor
a. manuscript 2. With eyes closed, duplicate an imposed movement and accurately
b. cursive execute the same movement on the 'opposite side of body,
c. upper performing
d. lower
e. A to Z (number) movements.
Shapes *3. Trace a single _-inch line _ times and then, with eyes closed,
a. vertical line draw the same length line, within _-inch accuracy.
b. horizontal line
c. circle *4. Draw _ (Plane) line on a chalkboard with eyes closed, correctly
d. crossed lines
e. X imitating the previously demonstrated visual and physical
f. square movement,
g. triangle out of times.
h. vertical diamond
i. horizontal diamond *S. Draw a_ (Plane) line on paper with eyes closed, correctly
imitating the previously demonstrated visual and physical
NOTES
movement, _ out of
times.
*6. Form _ (upper/lawer)-case letter _(Ato Z), using _ (manuscript/

cursive) writing on the chalkboard, with eyes closed, correctly
imitating 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)
• These objectives are skills to be
observed within the classroom setting.
They may be especially
useful in the total team-generated IEP
models.
79
QUALIFIERS
Graphomotor *11. Draw _ (number) vertical lines connecting two parallel lines which are
a. manuscript
b. cursive _ inches apart, within _-inch accuracy.
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), in_ (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, in_ (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,
"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 ofñ
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
QUALIFIER
S Hand/Foot
Usage
c. bila tera
1
g.
unilateral
h.
syrnmetrical(ly)
i.
asymmetrical(ly)
j.
reciproca!
k.
alternate(ly)(ing)
q. (any combination 84
of bilateral,
unilateral,
syrnmetrical, asyrn-
metrical, reciproca!
alterna tes)
Degree of
Assistance
a. minimum(ly)
b. moderate(ly)
c. maximum(ly)
d. verbal
e. hand-over-
hand f. physical
g. tactile
h.
auditory i.
visual
j. no
k. (any combination
of
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
l. with
facilitation
to
m. with adapted
devices
n. passive
o. active
p. adaptive
techniques
q. (any combination
of above)
Long-Term Goal 4, ber) seconds.
Objective D
*12. Independently place a rubber band around a variety of objects to
(continued)
keep them closed or bound, _ out of _ times.
*
1 13. Independently pump a swing after an initial push, sustaining
1 the swing's motion for _ minutes.
.
14. lndependently move a swing using a pumping action from a
I stopped position, sustaining the swing's motion for _ minutes.
n
d 15. Jump rope _ consecutive times.
e
p
e *16. Execute a_ (number)-step _ (Hand/Foot Usage) task, given only
n verbal direction, within _ (number) seconds.
d
e *17. Complete a specific _ (number)-step activity as demonstrated (for
n example, packing a book bag, completing an obstacle course,
t folding a paper airplane).
l
y *18. Complete a specific _ (number)-step activity following verbal
directions (for example, packing a book bag, completing an obstacle
o
p course, folding a paper airplane).
e
n *19. Complete a specific _ (number)-step activity with only initial
directions (for example, packing a book bag, completing an obstacle
m course, folding a paper airplane).
i
l *20. Complete a specific _ (number)-step activity without direction (for
k example, packing a book bag, completing an obstacle course,
c folding a paper airplane).
a
r *21. Follow a_ (number)-step direction with _ (Degree of Assistance)
t _ (Type of Assistance), _% of the time.
o
n Customized objectives:
w
i
t
h
o
u
t
s
p
i
l
l
i
n
g
,
w • These objectives are skills to be observed within the classroom setting. They may be especially
i useful in the total team-generated IEP models.
t
h
i
n
(
n
u
m
LONG-TERM GOAL
5
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 ata 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 displacement or
turning of body from the
midline no more than
_ time(s).
4. Complete_ (number)
consecutive crossover patterns of Objective A-5
a clapping
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 To improve bilateral coordination to enhance movement efficiency
d. _-inch therapy
e. hard and functional participation in school and home activities.
f. tennis
g. basket
h. _-inch foam Objective B
i. base To demonstrate the ability to simultaneously use both sides of the body
j. medicine to perform the same movements (symmetrical), (child's name)
k. racket
will:
l. Wiffle®
m. cage
l. Push a rolling _ (Type of Ball) ball to wall or partner _ (number)
Sizes consecutive times.
a. small
b. medium "2. Throw a _-inch ball from midline of body to within 20 degrees
c. large
d. -inch
of partner, or target, _ out of _·times.
NOTES *3. Catch a _-inch ball with hands, _ out of _ times.
4. Jump up and land with both feet together, _ (number)

consecutive times.
5. Jump forward with both feet together, _ (number) consecutive

times, within (number) seconds.
*6. Pull apart _ (number) _ (Size) pop-beads.
*7. Push together _ (number) _ (Size) pop-beads.
"8. Scoop upa quantity of small objects or sand with the hands, and
trans- fer into a container which is_ 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)
consecutive times while sitting on floor and leaning back on
Wiffle® is a registered extended arms.
trademark of The Wiffle Ball,
Inc., Shelton, CT.
(continued
88
useful in the total team-
generated IEP models.
""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 Customized objectives:
NOTES
89
QUALIFIERS
Sizes
a. small
c. large To improve bilateral coordination to enhance movement efficiency and
d. -inch
functional participation in school and home activities.
a. minimum(ly)
b. moderate(ly)
Objective e
c. maximum(ly) To demonstrate the ability to simultaneously use both hands/sides of the
d. verbal body to perform different movements (asymmetrical), (child's
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
j. no *2. Consistently stabilize a bowl with one hand while stirring or scooping
k. (any combination of food with a spoon held in the other hand.
above)
*3. Successfully open a _-inch jar, using one hand to stabilize the jar and
Type of Assistance
the other to unscrew the lid, _ out of _ times.
a. assistance
b. supervision
c. guidance *4. Open door with one arm while holding objects in other arm, _ out of
d. prompt times.
e. demons tra tion
f. cues *5. Stabilize paper with one hand while coloring or writing with the other,
g. in functional _% of the time.
activities
h. independently
i. with gravity 6. String _ (number) _-inch beads, using one hand to pickup and
(assisted) manipulate the bead and the other hand to manage the string.
k. against gravity 7. Successfully unscrew a nut from a _-inch bolt or screw, _ out of
l. with facilitation times.
to
n. passive "8. Open a 1 /2-pint milk carton, using both hands, _ out of _ times.
o. active
p. adaptive techniques "9. Accurately pour liquid from a 1/2-pint container into a small drinking
q. (any combination of cup held in the other hand, _% of the time.
above)
*10. Successfully sharpen a pencil, using a manual classroom pencil sharp-
NOTES
ener, _% of the time.
*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-

especially
useful in the total tearn-generated IEP rnodels.
90
QUALIFIERS
Sizes
a. small
c. large
To improve bilateral coordination to enhance movement efficiency
d. _-inch
and functional participation in school and home activities.
a. minimum(ly)
b. moderate(ly) Objective e
c. maximum(ly) To demonstrate the ability to simultaneously use both hands/sides of the
d. verbal body to perform different movements (asymmetrical),
e. hand-over-hand (child's
f. physical
name) will:
g. tactile
h. auditory
i. visual l. Use involved extremity as a functional assist, _% of the time.
j. no
k. (any combination of *2. Consistently stabilize a bowl with one hand while stirring or
above)
scooping food with a spoon held in the other hand.
Type of Assistance
a. assistance "3. Successfully open a _-inch jar, using one hand to stabilize the jar
b. supervision and the other to unscrew the lid, _ out of _ times.
c. guidance
d. prompt *4. Open door with one arm while holding objects in other arm, _
e. demons tra tion
f. cues out of times.
g. in functional
activi ties *5. Stabilize paper with one hand while coloring or writing with the other,
h. independently _% of the time.
i. with gravity
(assisted)
6. String _ (number) _-inch beads, using one hand to pickup
k. against gravity and manipulate the bead and the other hand to manage the
l. with facilitation string.
to
m. with adapted devices 7. Successfully unscrew a nut from a _-inch bolt or screw, _ out
n. passive
o. active
of times.
q. (any combination of "8. Open a 1 /2-pint milk carton, using both hands, _ out of _ times.
above)
"9. Accurately pour liquid from a 1/2-pint container into a small
NOTES drinking cup held in the other hand, _% of the time.
*10. Successfully sharpen a pencil, using a manual classroom pencil

sharpener, _% of the time.
*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-

90 Customized objectives:
• These objectives are skills to be observed within the dassroom setting. They may be especially
Long-Term Goal 5
playgroun To improve bilateral coordination to enhance movement efficiency
d therapy and functional participation in school and home activities.
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 (number) feet.

of
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, _
(number) 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
LONG-TERM GOAL
6
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,
Degree of
copying, and eye-hand coordination tasks.
Assistance
a.
b.
minimum(ly)
moderate(ly)
Objective A
c. maximum(ly) To demonstrate visual focusing skills, (child' s name)
d. verbal
e. hand-over-hand will: "I. Focus for _ seconds on the face of the person speaking.
f. physical
g. tactile "2. Focus for _ seconds on an object being held or manipulated.
h. auditory
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
especially
95
QUALIFIERS
Plane
a. horizontal
b. vertical Long-Term Goal 6
c. diagonal To improve ocular motor control for greater success in reading, writing,
d. circular
e. rotary copying, and eye-hand coordination tasks.
f. pendular
g. linear
h. forward Objective B
i. backward To demonstrate visual tracking, (child' s name) will:
j. sideways
k. forward, backward, l. Maintain visual contact with a descending balloon from _ (number) feet
and sideways
l. multidirectional
above head to the floor.
NOTES 2. Successfully follow a Wiffle® ball suspended from a_ (number)-foot

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)
-
�
1
,,,.-
l
seconds.
�
1
8. Use disassociated eye movements from the head to maintain visual
contact with a car or marble as it races through a multiplane track, for
-...
(number) seconds.
�
*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.
96
-
AilFIERS
Long-Term Goal 6
To improve ocular motor control for greater success in reading, writing,
lines copying, and eye-hand coordination tasks.
e Objective e
diamond To demonstrate visual scanning abilities, (child' s name) will:
diamon
d
"l , Locate a named object from a shelf or closet, within _ (number)
seconds.
"2. Locate _ (number) indicated pictures or numbers on a bingo card,

. "OTES within (number) seconds.
*3. Locate the letters _ (A to Z) from _ (number) standard typed lines,

with _% accuracy, in_ (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
copying, and eye-hand coordination tasks.
Objective D
To demonstrate functional visual localization, (child's name) will:
"l , Connect _ (number) dots which are_ 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, in_ (number) seconds.
*3. Connect a picture or design composed of _ (number) dots, within

_-inch accuracy, in_ (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, in_ (number) seconds.
*6. Copy a sentence which is composed of _ (number) words from a paper

or book, with _% accuracy, in_ (number) seconds.
*7. Copy a sentence which is composed of _ (number) words from the

chalkboard, with _% accuracy, in_ (number) seconds.
* These objectives are skills to be observed within the classroom setting. They may be �:,.:;...�
98
LONG-TERM GOAL
7
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 to_ (number) specified body parts on self.
*2. Point to_ (number) specified body parts on others.
*3. Point to_ (number) specified body parts on a doll.
*4. Point to_ (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 to_ (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
101
•
QUALIFIERS
Degree of
Assistance
a. minimum(ly)
"20. Indicate _ (number) body parts, including right- or left-sidedness on

self and others, within _ (number) seconds.
_., --
b. moderate(ly) �
"21. With _ (Degree of Assistance) _ (Type of Assistance), touch one body
..
c. maximum(ly)
�
d.
e.
verbal
hand-over-hand
part to another on self upon request, within _ (number) seconds. (For
example, "Put your elbow on your knee.")
,,._
f. physical
g. tactile
h. auditory "22. Draw a person, with _ (number) body parts.
i. visual
.-...-
j. no "23. With _ (Degree of Assistance) _ (Type of Assistance), name the specified �
k. (any combination of body part and the side of another person when asked, "What is this?" 1
abo ve) _% of the time.
Type of
--
Assistance
a. assistance
b. supervision
c. guidance
d. prompt �
........
e. demons tra tion
f. cues
g. in functional
activities íl"i
h. independently
i. with gravity
(assisted)
k. against gravity
l. with facilitation �
--
to
n. passive
o. active
q. (any cornbination of 1
abo ve)
NOTES �
-..
-...
-.-..
.... •
•
......
'
•
102
• These objectives are skills to be observed within the classroom setting. They may be �y
-
......
Long-Term Goal 7
... To improve visual perception and/ or perceptual motor skills for greater
- ..
•...
Objective B
To demonstrate improved spatial awareness of self in space and the relation-
ship of self to objects and the environment, (child's name) will:
... *l. Move in _ (Plane) direction when verbally cued, _ out of _ times,
within (number) seconds.
.... *2. With - (Degree of Assistance) _ (Type of Assistance), move self

_ (Spatial Concept) an object, _% of the time.
..
*3. With _ (Degree of Assistance) _ (Type of Assistance), move body part in
•
.-..
(Plane h, i, j, k) direction, _% of the time.
*4. With _ tDegree of Assistance) _ (Type of Assistance), placean object

_ (Spatial Concept e, d, e) self, _% of the time.
*5. With _ (Degree of Assistance) _ (Type of Assistance), assemble a

_ (number)-piece body part puzzle within its frame, _% of the time.
•.. *6. With _ (Degree of Assistance) _ (Type of Assistance), assemble a
.-. _ (number)-piece body part puzzle without a frame, _% of the time.
*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.)
...
a "8. _% of the time, identify right/left side of body being touched, within
(number) seconds.
.
iiíl
•
"9. With _ tDegree of Assistance) _ (Type of Assistance), touch ríght or left
side of person with back to self, % of the time .
_
..a ,a
a
•.
c. under / over *10. Upon request, with _ (Degree of Assistance) _ (Type of Assistance),
d. in front of /
touch right or left side of person facing self, _% of the time.
..
in back of
e. next to/beside
f. through *11. With _ (Degree of Assistance) _ (Type of Assistance), name the specified
g. up/down body part and the side of another person when asked "What is this?"
h. behind _% of the time.
�
..... (continued)
• These objectives are skills to be observed within the dassroorn setting. They rnay be
especially useful in the total team-generated IEP rnodels.
103
QUALIFIERS
Long-Term Goal 7, Objective B (continued)
Plane ""12. Put on _ (Dressing) in the appropriate orientation with _ (Degree of
a. horizontal
b. vertical Assistance) _ (Type of Assistance), _% of the time.
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
i. backward *14. Maneuver through the environment while maintaining the condition of
j. sideways self, materials, and surroundings, with _ (Degree of Assistance) _
k. forward, backward, (Type of Assistance), _% of the time.
and sideways
l. multidirectional *15. Move in_ (Plane) direction when verbally cued, _ out of _ times,
Degree of Assistance within (number) seconds.
a. minimum(ly)
b. moderate(ly)
c. maximum(ly) *16. Form horizontal line on paper, moving from left to right, _ out of
d. verbal _ times, with verbal cues only.
e. hand-over-hand
f. physical *17. Form left-to-right and right-to-left diagonal lines on paper, _ out of
g. tactile _ times, with verbal cues only.
h. auditory
i. visual
j. no Customized objectives:
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;
104
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
QUALIFIER
S Spatial Concepts
a. in/out of
b. on/off of 106
c. under /
over d. in
front of/
in back of
e. next
to/beside f.
through
g.
up/down h.
behind
School-Related
Activities a. physical
education
b.
playground c.
classroom
d. fine motor
e. gross
motor f.
postura!
g. desk top
h. (any specific
activity of your
choice)
NOTES
Long-Term Goal 7, ion from the other _ (number) presented, _ out of _ times.
Objective C
(continued) "24. Placean object _ (Spatial Concept) another object, upon verbal com-
mand, within _ (number) attempts.
14. Copy a 6-cube
"25. [oin a picture divided into _ (number) pieces, within _ (number)
pyramid design, within
_ (number) attempts. attempts.
"26. Join a shape divided into _ (number) pieces, within _ (number)

15. Imitate a 10-cube
step design, within _ attempts.
(number) attempts.
"27. Identify the right or left side of the paper, _% of the time.
16. Copy a 10-cube step
"28. Draw _ (number) vertical lines connecting parallel lines _ inches
design, within _
apart, using a top-to-bottom orientation, _ out of _ times.
(number) attempts.
17. Imitate a _ 29. Participate in a_ (School-Relaied Activity) activity for _ (number)

(number)-cube design,
minutes, with _ (number) rest periods.
within _ (number)
attempts. "30. Form horizontal lines moving from left to right, _ out of _ times,
with verbal cues only.
18. Copy a_
"31. Draw _ (number) circles between parallel lines which are_ inches
(number)-cube design,
apart, using counterclockwise orientation, _ out of _ times.
within _ (number)
attempts.
"32. Draw _ (number) crossed lines between parallel lines which are
_ inches apart, using top-to-bottom, left-to-ríght orientation, _
19. Imitate age-
times.
appropriate cube
designs, within _
(number) attempts.
20. Copy age-

appropriate cube
• These objectives are skills to be observed within the classroom setting. They ma
designs, within _
useful in the total team-generated JEP models.
(number) attempts.
21. Construct a_
(number)-cube desígn
from a picture, within
_ (number)
attempts.
22. Correctly orientan

object/picture when it
is displaced in space,
within
_ (number)
attempts.
"23.
lndi
cate
whi
ch
stim
ulus
is
in a
diff
eren
t
spat
íal
orie
ntat
"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 _(Ato Z) in_
b. cursive
c. upper (manuscript/cursive) writing, using correct directionality of letter
d. lower formation, _ out of _ times, after demonstration.
e.AtoZ
"35. Copy _ (upperltouieri-csse letter _ (A to Z) in_
NOTES (manuscript/cursive) 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 _(Ato Z) in_

(manuscript/cursive) writing, using correct directionality of letter
formation, _ 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 To improve visual perception and/ or perceptual motor skills for greater
d. lower
e. A to Z
NOTES Objective D
To demonstrate improved visual sequencing and visual memory,
*l. Indicate which one of _ (number) objects or pictures has been removed,
after viewing for _ (number) seconds.
"2. Look ata picture and immediately recall _ (number) details.
*3. Look ata 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 _(Ato Z) in_ (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) in_ (manu-

script/cursive) writing, using correct directionality of letter formation, _
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 success in academics and written work.
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) _(Ato 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.
111
Today is sunny end cold.
LONG-TERM GOAL
8
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,
,.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 vertícal line _ (Plane) plane.
rizontal line ·
c. arele
crossed lines
e. X
"3. Draw a straight line, within a _-inch wide path without touching sides
. square for a distance of _ inches in a _ (Plane) plane.
triangle
vertical diamond ..4. Draw a line, within a _-inch wide
horizontal 5-inch long, horizontal S-curved
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
2 inches, using only finger movements, Objectíve A-7
_% of the time.
115
QUALIFIERS
Graphomotor
a. manuscript
c. upper To improve written communication skills for greater proficiency when using
d. lower
e. A to Z writing implements and/or a keyboard.
NOTES Objective B
To demonstrate intrinsic muscle control for pencil manipulation,
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.
_ inch(es) apart, using only isolated finger movements, _ out
of times.
times.
"8. Use isolated finger movements to write the alphabet in_ (upper/lawer)-
case _ (manuscript/cursive) writing, for _ (number) of the 26 letters.
116
QUALIFIERS
c.. classroom To improve written communication skills for greater proficiency when using
d. fine motor
e. gross motor writing implements and/or a keyboard.
f. postura!
g. desk top
Objective e
of your choice) To demonstrate motor control necessary for writing tasks,
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)

minutes, with _ (number) rest periods.
*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 are_ 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) _(Ato Z), using _

(manuscript/cursive) writing, within _-inch accuracy.
*11. Form _ (upper/lower)-case letter(s) _(Ato Z) in_ (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)
117
QUALIFIERS
Long-Term Goal 8, Objective C (continued)
Duration
a. seconds
*13. Copy _(Ato Z) legibly, within _ (number) (Duraiion).
b. minutes
c. repetitions *14. Copy the letter(s) _(Ato Z) with proper formation, orientation, and
Graphomotor
a. manuscript *15. Form _ (upper/lower)-case letter(s) _(Ato Z) on request in_
b. cursive (manuscript/cursive) writing, using correct directionality of letter forma-
c. upper
d. lower tion, _ out of _ times.
e. A to Z
*16. Uniformly space letters, words, and/or sentences when writing, _% of
NOTES the time.
*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
118
QUALIFIERS
Classroom Tools
scissors Long-Term Goal 8
b. squeeze or easy-grip To improve written communication skills for greater proficiency when using
scissors
c. adapted scissors writing implements and/or a keyboard.
d. sharp scissors
e. ruler
f. stapler Objective D
g. compass To demonstrate motor control necessary for using classroom tools associated
h. hole punch with the pencil, (child' s name) will:
i. pencil sharpener
j. one-inch blade
scissors "l , Completely erase pencil markings without wrinkling or ripping the
k. tape dispenser paper, _% of the time.
NOTES *2. Use a manual classroom pencil sharpener effectively and efficiently,
_% of the time. ·
*3. Hold a ruler in place while drawing a straight line along the ruler edge,
with fewer then _ (number) slips.
*4. Hold a stencil in place while drawing along the stencil edges, with fewer
then _ (number) slips.
*S. Use a_ (Classroom Tool) effectively and efficiently, _% of the
time. Customized objectives:
119
QUALIFIERS
a. minimumOy)
c. maximumOy)
To improve written communication skills for greater proficiency when
d. verbal
e. hand-over-hand usin writing implements and/or a keyboard.
f. physical
g. tactile
h. auditory Objective E
i. visual To demonstrate motor control necessary for effective use of a keyboard,
j. no (child' s name) will:
abo ve)
"l. Isolate fingers, within _ (number) seconds, _% of the time, to
Type of Assistance depress specific keys, using a hunt-and-peck technique.
a. assistance
b. supervision
*2. Isolate fingers, within _ (number) seconds, _% of the time, to
c. guidance
d. prompt depress specific keys, using the touch typing technique.
e. demonstration
f. cues *3. Isolate fingers to depress specific keys, using the touch-typing
g. in functional technique with rninimal glances at keys, _% of the time.
activities
h. independently
i. with gravity *4. Recall (number) letters or words with one visual fixation on
(assisted) material being copied.
k. against gravity *5. Coordinate fingers to desired keys in order to type _ (number)
to
letters words per minute.
n. passive *6. Coordinate fingers to desired keys in order to type the alphabet in
o. active less than (number) (Duration).
q. (any combination of *7. Maintain elbows at sides and use only wrist and finger
abo ve)
movements when depressing the keys, _ out of _ times
Duration observed.
a. seconds
b. minutes "8. Utilize compensatory techniques and/or adaptive equipment to
c. repetitions depress keys, _ out of _ times observed.
NOTES
"9. Turn on computer and/or printer, insert disc, use Save and Print
functions, and begin keyboarding with _ (Degree of Assistance) _
(Type • Assistance).
*10. Turn on computer and/or printer, insert disc, and use Save and
Prin functions, and begin keyboarding independently, _ out of
_ times.
120
• These objectives are skills to be observed within the classroom setting. They may be esp��
Before After
LONG-TERM GOAL
9
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
e. hand-over-hand environments.
f. physical
g. tactile
h. auditory Objective A
i. visual To demonstrate functional lunch and snack skills, (child' s
j. no name) will:
k, (any combination of
above) "l , With _ (Degree of Assistance) _ (Type of Assistance), successfully use
Type of Assistance
a spoon, _% of the time.
a. assistance
b. supervision *2. With _ (Degree of Assistance) _ (Type of Assistance), sip a drink from
c. guidance a cup or glass, _% of the time.
d. prompt
e. demons tra tion "3. With _ (Degree of Assistance) _ (Type of Assistance), successfully use
f. cues
g. in functional a fork, _% of the time.
activities
h. independently *4. With _ (Degree of Assistance) _ (Type of Assistance), use a knife
i. with gravity for spreading, _% of the time.
(assisted)
j. gravity eliminated *5. With _ (Degree of Assistance) _ (Type of Assistance), use a knife
k. against gravity for cutting, _% of the time.
to
m. with adapted devices *6. With _ (Degree of Assistance) _ (Type of Assistance), use
n. passive adaptive equipment needed to accomplish task, _% of the time.
o. active
p. adaptive techniques "7. With _ (Degree of Assistance) _ (Type of Assistance), carry
q. (any combination of mealtime items, _% of the time.
above)
"8. With _ (Degree of Assistance) _ (Type of Assistance), pour
Hand/Foot Usage liquids without spilling, _% of the time.
a. preferred
e. right
f. left
"9. With _ (Degree of Assistance) _ (Type of Assistance), open packages
and containers, _% of the time.
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. Customized objectives:
especially
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
h. auditory
Objective B
i. visual To demonstrate functional dressing skills, (child's name) will:
j. no
k. (any combination of "l. With _ (Degree of Assistance) _ (Type of Assistance), remove
above)
_(Dressing),_% of the time.
Type of Assistance
a. assistance "2. With _ (Degree of Assistance) _ (Type of Assistance), put on
b. supervision _(Dressing),_% of the time..
c. guidance
d. prompt
e. demonstration "3. With _ (Degree of Assistance) _ (Type of Assistance), adjust clothing for
f. cues toileting, _% of the time.
g. in functional
activities *4. With _ (Degree of Assistance) _ (Type of Assistance), put on
h. independently _ (Dressing) in the appropriate orientation, _% of the time.
i. with gravity (assisted)
k. against gravity
*S. With _ (Degree of Assistance) _ (Type of Assistance), open a
l. with facilitation _(Fastener),_% of the time.
to
m. with adapted devices *6. With _ (Degree of Assistance) _ (Type of Assistance), close a
n. passive _(Fastener),_% of the time.
o. active
p. adaptive techniques *7. With _ (Degree of Assistance) _ (Type of Assistance), untie shoelaces,
above) _% of the time.
Dressing "8. With _ (Degree of Assistance) _ (Type of Assistance), tie shoelaces in a

a. coats/sweaters
b. hat bow, _% of the time.
c. gloves/mittens
d. boots "9. With _ (Degree of Assistance) (Type of Assistance), lace shoes
e. shoes accurately, _% of the time.
f. socks
g. button-down smock/ *10. With _ (Degree of Assistance) _ (Type of Assistance), use adaptive
shirt
technique or device to put on _ (Dressing).
h. pullover smock/shirt
i. belt
j. braces / orthotics *11. With _ (Degree of Assistance) _ (Type of Assistance), use adaptive
k. clothes technique or device to put on _ (Dressing).
Fasteners *12. With _ (Degree of Assistance) _ (Type of Assistance), adjust

a. large buttons _ (Dressing) appropriately to maintain a socially acceptable appearance,
b. small buttons _% of the time.
c. separating zipper
d. nonseparating zipper
e. snaps *13. With _ (Degree of Assistance) _ (Type of Assistance), use adaptive
f. buckle techniques or device to manipulate _(Fastener),_% of the time.
g. Velero®
*14. Assume responsibility for appropriate personal appearance and hygiene
with _ (Degree of Assistance) _ (Type of Assistance), _% of the time.
Velero® is a registered trade-
mark of Velero U.S.A., Inc. Customized objectives:
124
QUALIFIERS
a.
mirúmum(ly) b. Long-Term Goal 9
moderate(ly) c. To improve self-care skills for greater independence in school and home
max.imum(ly) d. environments.
verbal
e. hand-over-hand
f.
physical g.
Objective e
To demonstrate functional hygiene and grooming skills,
tactile
h.
i. visual
auditory
j. no name) will: (child's
k. (any combination
of
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. use toilet, _% of the time. ·
supervision c.
guidance "3. With _ (Degree of Assistance) _ (Type of Assistance), get on and off
d. prompt toilet, _% of the time.
e. demons tra
tion f. cues
g. in
..4. With _ (Degree of Assistance) _ (Type of Assistance), use toilet, _% of
functional
the time.
activities
h. independently "5. With _ (Degree of Assistance) _ (Type of Assistance), tum water on and
i. with gravity off, _% of the time.
(assisted)
j. gravity eliminated ..6. With _ (Degree of Assistance) _ (Type of Assistance), adjust water
k. against gravity temperature, _% of the time.
l. with
facilitation to -.+J. With _ (Degree of Assistance) _ (Type of Assistance), adjust water
m. with adapted
devices pressure, _% of the time.
n.
passive o. "8. With _ (Degree of Assistance) _ (Type of Assistance), wash hands and
active face thoroughly, _% of the time.
p. adaptive
techniques q. (any "9. With _ (Degree of Assistance) _ (Type of Assistance), dry hands and
combination of face thoroughly, _% of the time.
above)
..10. With _ (Degree of Assistance) _ (Type of Assistance), exhibit socially
NOTE acceptable hair care, _% of the time.
S ,.11. 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,

with _ (Degree of Assistance) _ (Type of Assistance), _% of the time.
useful in the total team-generated JEP models.
125
LONG-TERM GOAL
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 1 O
c. maximum(ly) To improve work behaviors for greater task orientation in the classroom or
d. verbal
e. hand-over-hand
vocational environment.
f. physical
g. tactile
h. auditory
Objective A
i. visual To demonstrate the ability to cooperatively function within a group,
j. no (child's name) will:
k, (any combination of
above) "l , With _ (Degree of Assistance) _ (Type of Assistance), participate in a
Type of Assistance
_ (Size) group activity, _% of the time.
a. assistance
b. supervision *2. With _ (Degree of Assistance) _ (Type of Assistance), take tums as the
c. guidance rules require, _% of the time.
d. prompt
e. demonstration "3. With _ (Degree of Assistance) _ (Type of Assistance), share materials,
f. cues _% of the time.
g. in functional
activities
h. independently *4. With _ (Degree of Assistance) _ (Type of Assistance), change working
i. with gravity roles as needed to complete a group activity, _% of the time.
(assisted)
j. gravity eliminated *5. Exhibit socially acceptable behaviors while eating, _% of the time.
k. against gravity
l. with facilitation *6. Exhibit socially acceptable performance while eating, _% of the time.
to
n. passive Customized objectives:
o. active
above)
Sizes
a. small
b. medium
c. large
129
QUALIFIERS
Degree of
Assistance
a. minimumíly) Long-Term Goal 1 O
b. moderate(ly) To improve work behaviors for greater task orientation in the classroom or
c. maximumOy)
d. verbal
e. hand-over-hand
f.
g.
physical
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 "2. With _ (Degree of Assistance) _ (Type of Assistance), maintain socially
a. assistance acceptable eye contact with peers and authority figures, _% of the
b. supervision time.
c. guidance
d. prompt
e. demons tra tion *3. With _ (Degree of Assistance) _ (Type of Assistance), sit for _ (num-
f. cues ber) _ (Duration) during a classroom or school activity, _% of the
g. in functional time.
activities
h. independently *4. With _ (Degree of Assistance) _ (Type of Assistance), follow a
i. with gravity _ (number)-step direction, _% of the time.
(assisted)
k. against gravity Customized objectives:
to
n. passive
o. active
above)
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) To improve work behaviors for greater task orientation in the classroom or
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 *S. With _ (Degree of Assistance) _ (Type of Assistance), assume responsí-
,ith gravity bility for appropriate personal appearance and hygiene, _% of the
a sisted) time.
• agaínst gravity
*6. Participate in activities and tasks which are perceived as unfamiliar or
-íth facilitation
challenging, _% of the time.
ríth adapted
devices passive *'l. Accept _ (Degree of Assistance) assistance during an activity as needed,
o. active _% of the time.
. adaptive
techniques any "8. With _ (Degree of Assistance) _ (Type of Assistance), adhere to rules
combination of and regulations, _% of the time.
abo ve)
>19. Seek assistance only after making an effort to independently perform the
NOTES 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
132
Degree of
Assistance
a. minimumOy)
b. moderate(ly)
c. maximumOy)
d. verbal
e. hand-over-hand
f. physical
g. tactile
h.
auditory i.
visual
j. no
above)
Type of
Assistance
a. assistance
b. supervision
c.
guidance d.
prompt
e. demonstration
f. cues
g. in functional
activities
h.
independently
i. with gravity
(assisted)
k. against gravity
to
m. with adapted
devices
n. passive
o. active
q. (any combination
of above)
NOTES
Long-Term Goal 10, ) _ (Type of Assistance), persevere in difficult activities, exhibiting a
Objective C functional leve] of frustration tolerance,
(continued) % of the time.
*16. With *19. With _ (Degree of Assistance) _ (Type of Assistance), persevere

_ in difficult activities, _% of the time.
(Degre
e of "20. With _ (Degree of Assistance) _ (Type of Assistance), wait
Assista for instructor's attention during an activity, _% of the
nce) time.
_
"21. With _ (Degree of Assistance) _ (Type of Assistance), gather
(Type
necessary materials for an activity or task, _% of the time.
of
Assista "22. Assume responsibility for actions, _% of the time.
nce),
exhibi "23. With _ (Degree of Assistance) _ (Type of Assistance), assume
ta responsibility for personal belongings, including location and
positi condition, _% of the time.
ve
verbal "24. Make a decision, within _ (number) seconds when given a choice of
or (number) altematives.
physic
al "25. Maintain socially acceptable eye contact with peers and authority
respo figures with _ (Degree of Assistance) _ (Type of Assistance), _% of
nse the time.
after
compl "26. With _ (Degree of Assistance) _ (Type of Assistance), direct
eting negative feelings toward task rather than at self or others, _% of
a task, the time.
_%
of the "27. With _ (Degree of Assistance) _ (Type of Assisiance), express
time. frustration and/ or negative feelings in a socíally accepted manner,
*17. With _% of the
_ time.
(Degree
"28. With _ (Degree of Assistance) _ (Type of Assistance), display
of good sportsmanship, _% of the time.
Assistan
ce) _ "29. With _ (Degree of Assistance) _ (Type of Assistance), identify
(Type of _ (number) strengths and _ (number) weaknesses of self.
Assistan
ce), *30. With _ (Degree of Assistance) _ (Type of Assistance), indicate
maneu awareness of limitations and strengths by making appropriate choices
ver or judgmen regarding participation in activities, _% of the time.
through
the
environ
ment
while
maintai
ning • These objectives are skills to be observed within the classroom setting. They may be es;:,ec::1�
self, useful in the total team-generated IEP models.
materia
ls, and
surrou
ndings,
_% of the time.
*18. With
_
(Degr
ee of
Assis
tance
"31. 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
above) Customized objectives:
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)
b. moderate(ly) Long-Term Goal 1 O
c. maximumOy) To improve work behaviors for greater task orientation in the classroom/
d. verbal
e. hand-over-hand vocational environment.
f. physical
g. tactile
h. auditory
Objective D
i. visual To demonstrate effective task coping skills, (child' s name) will:
j. no
k. (any combination of *1. With _ (Degree of Assistance) _ (Type of Assistance), follow a
above)
_ (number)-step direction, _% of the time.
Type of Assistance
a. assis tance "2. With _ (Degree of Assistance) _ (Type of Assistance), follow procedures
b. supervision of the classroom or work place, _% of the time.
c. guidance
d. prompt "3. With _ (Degree of Assistance) _ (Type of Assistance), locate necessary
e. demonstration materials to complete a task, _% of the time.
f. cues
g. in functional
activities *4. With _ (Degree of Assistance) _ (Type of Assistance), exhibit functional
h. independently organization of materials to complete a given activity in the allotted
i. with gravity time, _% of the time.
(assisted)
j. gravity eliminated *S. Exhibit functional organization during a given task by maintaining the
k. against gravity condition of all materials and the surrounding environment, _% of the
to time.
n. passive *6. With _ (Degree of Assistance) _ (Type of Assistance), complete a given
o. active task within _ minutes, _% of the time.
*7. With _ (Degree of Assistance) _ (Type of Assistance), complete a given
above)
task, with attention to all necessary details, _% of the time.
NOTES
"8. With _ (Degree of Assistance) _ (Type of Assistance), complete a given
task, attending to neatness and details, _% of the time.
"9. Complete a given work assignment, attending to neatness and details,

within _minutes,_% 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
QUALIFIERS
working roles as needed to complete a group activity, _% of the
Degree of time.
Assistance
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- *16. Accept _ (Degree of Assistance) assistance during an activity as needed,
hand f. physical _% of the time.
g. tactile
h. *17. With _ (Degree of Assistance) _ (Type of Assistance), adhere to
auditory i. rules and regulations, _% of the time.
visual
j. no *18. Seek assistance only after making an effort to perform the task, _% of
k. (any combination of the time.
above)
*19. Seek assistance when necessary, _% of the time.
Type of
Assistance a. "20. Exhibit tolerance and respect for authority, _% of the time.
assistance
b. supervision
c.
"21. Participate in a_ (School-Related Activity) activity for _ minutes, with
guidance d. _ (number) rest periods.
prompt
e. demonstration Customized objectives:
f. cues
g. in
functional
activities
h.
independently
i. with gravity
(assisted)
j. gravity
eliminated k. against
gravity
to
m. with adapted
devices
n, passive
o. active
q. (any combination
of above)
School-Related
Activities a. physical
education
b.
playground c.
classroom
d. fine motor
e. gross
motor f.
postura!
g. desk top
h. (any specific
activity of your
choice)
NOTES useful in the total team-generated IEP models.
135
LONG-TERM GOAL
11
To improve or sustain participation in a task or activity
for an age-appropriate length of time.
QUALIFIERS School-
Related Activities a.
physical education
c. classroom To improve or sustain participation in a task or activity for an age-
d. fine motor
e. gross motor appropriate length of time.
f. postural
g. desk top
Objective
of your choice) To demonstrate improved endurance, (child' s name) will:
NOTES "l , Participate in a physical education activity for _ minutes, with

_ (number) rest periods.
*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

_ (number) rest periods.
139
ADDITIONAL MATERIAL
CASE STUDIES
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-PETER
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
Name: /¿¡-,4, Occupational Therapy Goals and Objectives 19�-t9!J.!Í:...._
Therapist: 72, �· ) OT;(;

Date: Cf-1.3-�..5
Code: District: 71r«.¿,1 �
LTG = Long-Term Goal # = Number of Objective
Page �3 LTG /_�· OBJ A ; # / ; Qualifiers S d"úÍ 7 .S �U/
Methods I, .5, 17, 18 ; Strategies *, /t., I f, .;lo ; Materials _3�---�

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Page 57 LTG ,_3 .t./ ; Qualifiers q "'4i: tj

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Methods �.., .�6�----�; Strategíes NJ ¡�-, 1,, $/; Materials l'fJ -P..s, ;..e:, ;
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Who 11 :11, 5' ; Evaluations .1'-',.--4�---
SAMPLE WORKSHEET
(continued)
/) Occupational Therapy Goals and Objectives 19 -19
Narne: � Therapist:
_
Date: _ District: _
Code:
LTG = Long-Term Goal #= Number of Objective
OBJ = Objective Qualifiers = (Fill in from Qualiffers list)
Page .5f LTG 3 : OBJ ._¿,, ,; # ;l. : Qualifiers 4-ma,V) CftUt 'f: /{) �,, :
. 5., 7, /a 7 /1) l'Í, . s; '-1, :,·, l.) 13,
Methods -�-�,").._.. .: Strategíes IS;, /�> .31 : Matenals 1-f, .;..:r, 6&:1 3J ;
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Who I, '-/1 :S- : Evaluations l_,, 4 _
Page $9 LTG ..3 : OBJ ,(:.,==-- ,; # 9 : Qualifiers /0 H.t.Z" H /� �

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Methods _.. .:.l.--=5'-- _, Strategies /� /t.� ..3/ Materials N, MP �k:, $,:
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: Evaluations _.. L14-_4.. , _
Page , . .,.5'9 LTG ,,_...___J OBJ G ; # /O ; Qualifiers_.L7..,L5 _,
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Who I i> 'i, !J : Evaluations I> '!{ ,

;\tí��)��
,?n�aL¿, a.Le/��,��.
CASE STUDY #1-
PETER INSTRUCTIONAL
Pe ter GUIDE
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 trategie 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
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.
Objedive: To demonstrate improved balance between flexor and extensor

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:
l. Utilize therapeutic preparatory techniques, with ongoing use of these
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 trategie 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.
150
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
dueto 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.
154
CASE STUDY #2-LAURA
GOALS AND OBJECTIVES

l.aura
September 30,
1993
Long-Term Goal 1:
To improve postura} control to provide a stable base of support needed
to facititate better hand use for manipulation of classroom materials,
posture while working, and mobility in the home and school environments.
Objedive: To demonstrate improved balance between flexor and

extensor 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:
l. Utilize therapeutic preparatory techniques, with ongoing use of
these 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
Putty exercises
Who:
2. Parent/Caregiver
Evaluation:
158
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 finger control, Laura will depress in-

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

forro with one extended finger, keeping ali others flexed, 3 out
of 4 times.
Methods:
l. Direct service occupational therapy
2. Occupational therapy consultation with the physical therapist
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:
...
160
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:
To improve self-care skills for greater independence in school and home
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, andona 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, dueto Kelly's tendency 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 165-166 and detail on pages 167-170) were formulated by the
occupational therapist to support the tearn's goals.
164
CASE STUDY #3-KELLY
Kelly
January 10, 1994
Long-Term Goal 1:
To improve self-care skills for greater independence in school and home
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:
To improve functional shoulder, arm, and hand control for greater
success 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.
Objective: To demonstrate improved arm strength and stability needed

as a foundation for controlled movement, Kelly will
independently push or pull open a school lavatory and/or
exit door.
Objective: To demonstrate improved arm strength and stability needed

as 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

positioning, Kelly will snip edge of paper 10 times, using
small dassroom scissors.
168
Kelly
January 10, 1994
Goals and Objectives
(continued)
Methods:
l. Individual occupational therapy intervention
2. Occupational therapist consultation with classroom teacher

3. Occupational therapist consultation with classroom paraprofessional
S trategie s:
3. Utilize therapeutic preparatory techniques, with ongoing use of
these techniques as needed to facilitate adaptive responses.
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:
To improve postura} control to provide a stable base of support needed to
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
paraprofessional
Strategies:
2. Present gross motor activities in developmental sequence.
3. Grade gross motor activities as needed.
MateriaIs:
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, dueto 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
Goals and Objectives
(continued)
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 ora 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.
180
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 READI 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.
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Preschool (Revised). Rockville, MD: AOTA.
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.
DeQuiros, J., and O. Schrager. 1979. Neuropsychological Fundamentals in Learning

Disabilities. San Rafael, CA: Academic Therapy.
Dunn, W. 1988. Models of occupational therapy service provision in the

school system. American Journal of Occupational Therapy 42(11):718-723.
Erhardt, R. P. 1982. Developmental Hand Dysfunctum: Theory Assessment

Treat- ment. Baltimore: RAMSCO Publishers.
Fenton, K. S., R. Yoshida, J. P. Maxwell, and M. J. Kaufman. 1979.

Recognition of team goals: An essential step toward rational decision
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Dutton.
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pro- grams for learners with severe handicaps. Physical and Occupational
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learners with severe handicaps in educational settings: Pursuing the
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185

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OT GOALs

Briefly stated, the long-term goal areas are:

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

Objectives are specific isolated skills, measured by tasks and

By definition, behavioral objectives must be observable and measurable,

Objectives should be attainable within one year. Several objectives may be

Each objective should include an answer to the fallowing five questions:

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

The fallowing chart shows construction of two customized objectives.

l.§§ .... '-'=-..

.e ..: :.!..:.! ..:; ':E

Worksheet A (see page 28) is designed to record only long-term goals

Worksheet B (see page 30) can be used when additional information

HOW TO USE WORKSHEETS A AND

In sorne objectives (such as #9, which we are using in our example), a

If you are using Worksheet B, a few additional steps are needed.

7. Select "Strategies" (see pages 15-16), and write the corresponding

Repeat steps 1-10 until all therapist-determined areas are completed.

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