IEP Goals and Objectives
-Parents View -
Note: Following are some goals and objectives that we copy directly from IRSA and modify it to suit our daughter's need. Those "Some Appropriate Goals & Objectives" in IRSA web pages are suggestions for parents to use in developing their IEP among rett grils. We took some of their suggestions and incorperate ours into this web page. We are aware of copyright issue. At this time, this page is a quick way to get started prior to her coming IEP meeting. After that, then, the content and layout will be an ongoing effort for us to keep it updated and somewhat deviated from IRSA web page design. Please email us for any additional suggestions or other issues. Thanks.
See also: other links for IEP
Date Create: Sunday, February 13, 2000
Date Revised:
[ Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]
DRINKING
Maintain good posture for drinking (what type of chair, supports, etc)
Drink from a container (what type? Using straw?) with minimum physical assist
Sip consecutive swallows through a container with minimum dripping (lip closure)
Return drink container to table or tray
[ Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]
EATING
Grasp bite-size piece of finger food (using what type of grasp?)
Bring finger food to mouth without dropping
Release finger food into mouth
Grasp large piece of finger food (ex. cracker, bread, etc.)
Bite off piece of food held in hand
Maintain grasp on large finger food through ___ consecutive bites
Return large piece of finger food to plate without dropping
Grasp fork with food on it (what type of fork? Aware fork is empty?)
Spear food with fork with minimum assist
Bring fork by herself to mouth
Release fork onto tray following bite
[ Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]
Swallow without losing liquid out corners of mouth
Bring lips together to sip from cup
Use upper lip to remove food from spoon / fork
Manage mixed textures (chunky soup, etc.) without losing food from mouth
Chew food adequately before swallowing
Finish meal in ____ minutes
Blow/suck bubble/whistle for fun and oral motor activities __ times a week
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Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]
Attend to a story for _____ minutes using adaptive communication books and switches
Attend to audio visual presentation for _____ minutes
Attend to computer in a classroom setting for ______ minutes
Calm self when given an appropriate "quiet place" or toys
Cooperate during hand washing by extending hands under faucet
Explore various ways to minimize hand-mouthing behavior
Continue Discrete Trail goals for compliance training ("come here", "look at me", ..)
Access sensory equipment (swing, therapy ball, horse-riding toy,..) __ times a week
Listen to music on tape and explore the use of music instruments (music therapy)
Tolerate noise during classroom without becoming upset for _ times per day
[ Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]
HAND USE (see section on feeding for lots of hand-use ideas)
Access augmentative communication device (specify what type)
Access computer program (specify what peripherals are needed such as a switch, Intellikeys keyboard, touch window, etc.)
Carry objects placed in hand for short distances ( four steps) without dropping
Hold on to pen or crayon with HOH or assistive devices for classroom assignments
Improve ability to inhibit hand mouthing during activity for ___ seconds or minutes
Pick up / drop objects during classroom activities (circle time/letter of the week..)
Reach out and cross midline to touch object or picture during choice making activity
Remove/Put simple object from/into container
Hand over simple object to others (Prerequisit for PECS)
Use a pressure sensitive touch switch to access assistive technology or to access specific equipment such as a computer, communication device or toy.
[
Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]
Ambulate in school environment (how far? how much help, adaptive equipment, empty or crowded hallways?, etc.)
Ambulate over uneven surfaces (playground, broken sidewalks, door sills, etc.)
Climb on low, stable playground equipment (how much assistance?)
Climb stairs to get upstairs, around campus, on bus, etc. (how much help?)
Descend ___ steps off stairs with minimum assist
Maintain good posture and sitting balance (with what kind of chair)
Maneuver around obstacles in the classroom, playground, etc.
Transition from floor to stand / stand to floor positions with minimum assit
Transition from stand to sit / sit to stand with simple command "stand up"/"sit down"
Walk up and down inclines and ramps
Participate in school APE program ___ times a week
[ Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]
Extend arms to place hands under faucet for washing
See "sensory" for more ideas
[ Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]
Extend arms through sleeves during dressing (Prerequisite: raise-arm command)
Pull bibs on/off face when place around her eye level
[ Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]
COMMUNICATION (Also see following Reports form Judy/Catherine/Katy/Amy/Paul for suggestions and goals)
Use a single switch communication device to communicate a message to a peer, the teacher during circle time
Use a communication device to say "Good Morning, My name is TingTing" during daily attendance.
[ Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]
Use a BigMac switch to operate a cause/effect program on the computer
Use an Ablenet VCR switch to turn on/off "Barney" VCR tape for her wants
Explore using devices or eyegaze for "Yes"/"NO" choices; offer "Yes"/"No" option _ times a day
Assist in "reading" a book by using a single switch communication device to say a frequently repeated word or phrase (or a multiple message device to communicate a different phrase for each page)
Identify her own name by responding through ____ ("how")
Explore "what" concept with eyegaze or assisted devices with familiar objects (food/toys)
Explore "who" concept with eyegaze or assisted devices with familiar people (family/teachers)
Continue with current choice-making training with field of three items
[ Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]
Use a single switch communication device to greet a classmate at least twice per day
Stay quiet and in her seat for at least ____minutes 3 times per day during quiet class times
Touch a friend on the arm to say "hello"
(check in the sensory and communication areas for more objectives which could also be placed here)
[
Drinking ] [ Eating ] [ Oral Motor ] [ Sensory / Attention to Task ] [ Hand Use ] [ Mobility ] [ Hygiene ] [ Dressing ] [ Communication ] [ Cognition ] [ Social Skills ]