Sample Goals for School Based OT

Below are some potential goals for a student in the school base setting.  For the purposes of this example, we will refer to the student as Jeanette.  As shown here, sometimes the occupational therapist may choose to create a general overarching goal related to academic achievement and then list more measurable objectives within that goal. 

Jeanette will improve the accuracy and legibility of her handwriting to help facilitate success with academic tasks.

1. Jeanette will copy the uppercase alphabet with an average of 80% accuracy for letter formation on targeted trials.
2. Jeanette will copy the lowercase alphabet with an average of 80% accuracy for letter formation on targeted trials. 
3. Jeanette will be able to write her name independently, using case specific letters, with accurate letter formation in 80% of documented trials.  

Jeanette will improve her motor coordination skills to increase functional independence within her educational environment. 

1. Jeanette will independently manipulate snaps on her own body in 80% of targeted trials. 
2. Jeanette will be able to independently manipulate buttons on her own body, without requiring verbal cues for alignment or error correction in 80% of targeted trials. 
3. Jeanette will complete the first step of shoe tying by independently crossing laces and tying a knot in 5/5 trials; advancing to being able to tie her shoes. 

Jeanette will improve her fine motor capabilities in order to increase independence and promote success across academic settings.

1. Jeanette will use a functional tripod/quadrapod grasp on her writing utensil during 80% of targeted writing attempts.
2. Jeanette will use isolated finger movements to complete fine motor activities, requiring no more than two verbal prompts for finger isolation in 80% of targeted trials.  

Personally, I have been very impressed with the interprofessionalism and teach based approach that is consistently implemented in the school based setting.  Rather than making recommendations based solely on data gathered during an OT evaluation, the therapist must rely on reports and data gathered across academic settings.  This helps the therapist to gain a more accurate picture of how that child is performing throughout his/her day.  The team generally consists of the child's parent(s)/guardian(s), administration such a the principle or vice principle, a special education coordinator, psychologist, social worker, speech therapist, physical therapist, and occupational therapist.  Only those services which are needed in order to support the child's educational experience will be represented on the team.  For example, if a child does not have any gross motor delays and is able to functionally access all areas of the school, he/she may not require physical therapy services.  Additionally, parents/guardians may invite outside representatives such as a behavioral analyst or an early intervention therapist to the individualized education plan (IEP).  All team members must agree on all goals and objectives during the IEP meetings.