At school, you or your child’s teacher may be noticing difficulties in your child’s school performance. Although you may not be able to see your child work in the classroom, there are some things that you can look for outside of school that suggest your child could benefit from occupational therapy services.

• Manual Dexterity Occupational Therapy Goals For Anxiety
• Manual Dexterity Occupational Therapy Goals For Children

By (date), when given prior instruction and practice in using the needed materials and tools, (name) will coordinate both hands together. And use adequate manual dexterity to build a three-dimensional model (e.g. Diorama, three-dimensional art project) for (5 out of 5) assignments. Occupational therapy programs can also increase manual dexterity, especially in those who have lost function in their hands due to disease, injury or trauma, Physical Dexterity Physical dexterity - also referred to as body dexterity - is the ability to perform specific activities with agile, controlled and purposeful physical movements. By (date), when given prior instruction and practice in using the needed materials and tools, (name) will coordinate both hands together. And use adequate manual dexterity to build a three-dimensional model (e.g. Diorama, three-dimensional art project) for (5 out of 5) assignments. Article Review of The Heart, Mind, and Soul of Professionalism in Occupational Therapy. Article Review on Constraint Induced Movement Therapy. OT Goal Examples for Pediatrics. Great to see some new goals I can use, broken down nicely.

1. Difficulty Focusing – If your child is having trouble focusing on her homework, it may be a sign that she’s also having trouble focusing in class. If she gets distracted by noises or people moving about at home, she might also have difficulty paying attention at school and may not be getting the most out of her education.
2. Difficulty Starting Homework – Your child may have trouble with task initiation if she needs help from you to start her homework or if she can’t start without having someone present. Occupational therapists (OT), can help your child work on task initiation so she can be independent with her schoolwork.
3. Math Problems Don’t Line Up – If your child is consistently getting the wrong answers with math problems, it may be because she has a hard time lining up the numbers correctly. This may be an issue with organization or spatial organization.
4. Typing Difficulties – Does your child have trouble remembering where the letters are on the keyboard, moving her fingers, typing quickly (in comparison to her peers), or staying error-free when typing? These are all components of manual dexterity and visual memory, which occupational therapists can help improve.
5. Handwriting Issues – If your child has a hard time writing quickly and neatly, reverses letters, doesn’t form letters correctly, adds too little or too much space between words, or confuses upper and lower case letters, she may need OT to improve her handwriting skills.
6. Messy Backpack or Folders – This may be a sign that your child has decreased organizational skills, which can affect her ability to complete the correct homework each day.
7. Forgotten Homework– Your child may benefit from using a planner or calendar system to help keep track of when her homework and projects are due, as well as dates of tests and quizzes. An occupational therapist can help assess her organization and planning deficits and find specific strategies to help her manage her homework.
8. Lack of Time Management – Does your child have difficulty scheduling her time? Does she spend the majority of her time on leisure activities, while not leaving enough time for homework and getting to bed at a decent hour? If your child is in middle school or older, she should be able to manage her time with little help from her parents.
9. Poor Fine Motor Skills and Coordination – If your child has difficulty holding a pencil correctly, erasing completely, cutting, folding, or coloring, this may be an indication that your child could benefit from OT. Read our blog addressing daily activities for fine motor strength

These are just a few of the things that may indicate your child could benefit from occupational therapy. Occupational therapists can work on fine motor skills and handwriting, time management, manual dexterity, organization, spatial relationships, memory, and more. By improving these skills, your child will have a greater chance of succeeding in school!

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Fine Motor Goals:

Cutting:

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1. _____________ will snip with scissors in 4 out of 5 trials with ________ assist and _____% verbal cues to promote separation of sides of hands and hand eye coordination for optimal participation/ success in school setting.
2. _____________ will cut across a piece of paper in 4 out of 5 trials with ________ assist and _____% verbal cues to promote separation of sides of hands and hand eye coordination for optimal participation/ success in school setting.
3. _____________ will cut out a circle in 4 out of 5 trials with ________ assist and _____% verbal cues to promote separation of sides of hands and hand eye coordination for optimal participation/ success in school setting.
4. _____________ will cut out simple shapes with smooth edges in 4 out of 5 trials with ________ assist and _____% verbal cues to promote separation of sides of hands and hand eye coordination for optimal participation/ success in school setting.
5. _____________ will cut simple shapes within a ½” of the line in 4 out of 5 trials with ________ assist and _____% verbal cues to promote separation of sides of hands and hand eye coordination for optimal participation/ success in school setting.

Blocks:

1. _____________will stack _______ blocks in 4 out of 5 trials with ________ assist and _____% verbal cues for increased precision and accuracy of distal finger skills for optimal participation/ success in school setting.
2. _____________will copy block designs with visual and verbal cues with _______ blocks in 4 out of 5 trials with ________ assist and _____% verbal cues for increased precision and accuracy of distal finger skills for optimal participation/ success in school setting.

Puzzles:

1. ______________ will complete a variety of insert puzzles independently in 4 out of 5 trials with ________ assist and _____% verbal cues for increased visuomotor and spatial relationship skills.
2. ______________ will complete simple puzzles independently in 4 out of 5 trials with ________ assist and _____% verbal cues for increased visuomotor and spatial relationship skills.
3. ______________ will place shapes into form board in 4 out of 5 trials with ________ assist and _____% verbal cues for increased visuomotor and spatial relationship skills.
4. ______________ will insert circular, square, and triangular shapes in 4 out of 5 trials with ________ assist and _____% verbal cues for increased visuomotor and spatial relationship skills.
5. ______________ will complete interlocking puzzles in 4 out of 5 trials with ________ assist and _____% verbal cues for increased visuomotor and spatial relationship skills.

Drawing:

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1. _______________will imitate vertical and horizontal strokes in 4 out of 5 trials with ________ assist and _____% verbal cues for increased graphomotor skills while maintaining a tripod grasp without thumb wrap and with an open web space.
2. _______________ will copy a ___________(circle, triangle, square, cross) in 4 out of 5 trials with ________ assist and _____% verbal cues for increased graphomotor skills while maintaining an open web space.
3. _______________ will copy closed circle ________ times with ________ assist and _____% verbal cues for increased graphomotor skills while maintaining a tripod grasp.
4. _______________ will imitate vertical and horizontal strokes in 4 out of 5 trials with ________ assist and _____% verbal cues for increased graphomotor skills while maintaining a lack of thumb wrap.
5. _______________will imitate vertical and horizontal strokes in 4 out of 5 trials with ________ assist and _____% verbal cues for increased graphomotor skills while maintaining a dominant writing hand.

Writing:

1. _____________ will draw straight line capital letters ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased graphomotor skills while maintaining a tripod grasp.
2. _____________ will write upper case letters with good formation ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased graphomotor skills while maintaining a lack of thumb wrap.
3. _____________ will write lower case letters using Handwriting Without Tears method ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased graphomotor skills while maintaining an open web space.
4. _____________ will write two consecutive words without a model ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased graphomotor skills and success in school setting.
5. _____________ will write sentences using appropriate size and spacing ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased graphomotor skills while maintaining a tripod grasp.
6. _____________ will write first and last name with upper and lower case letters without model ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased graphomotor skills while maintaining a lack of thumb wrap.
7. _____________ will hold a pencil with a tripod grasp for ___ minutes to improve hand strength and writing endurance for increased graphomotor skills and success in school setting.
8. _____________ will write upper and lower case letter with decreased pressure on paper with adequate spacing for increased graphomotor skills and success in school setting.
9. _____________ write letters of the alphabet with 90%+ accuracy for correct letter formation ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased graphomotor skills and success in school setting.
10. _____________ write letters of the alphabet with 90%+ accuracy for correct line placement ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased graphomotor skills and success in school setting.
11. _____________ write letters of the alphabet with 90%+ accuracy for correct size ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased graphomotor skills and success in school setting.

Grasp and Release

1. _____________ will pick up small objects using an inferior pincer grasp with thumb and fingers using her ___ hand ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased grasp and release accuracy.
2. _____________ will open ___ hand to grasp a variety of size objects ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased grasp and release accuracy.
3. _____________ will pick up small objects using an inferior pincer grasp and place them into a container with thumb and fingers using her ___ hand ________ times in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased grasp and release accuracy.
4. ______________ will release toys with _____ hand volitionally in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased grasp and release accuracy.
5. ______________ will grasp a toy using BUE at midline in 4 out of 5 treatment sessions with ________ assist and _____% verbal cues for increased grasp and release accuracy.
6. _____________ will use open hands to crawl up an incline for increased grasp and release accuracy.

Beads:

1. ______________ will string and unstring large beads onto firm string/ lace ________ with assist and _____% verbal cues for increased precision handling.
2. ______________ will string and unstring small beads onto flaccid string with ________ assist and _____% verbal cues for increased precision handling.

Dressing:

1. ______________ will complete UB dressing with _________ assist and _____% verbal cues for increased functional independence in daily life.
2. ______________ will complete LB dressing with _________ assist and _____% verbal cues for increased functional independence in daily life.
3. ______________ will complete UB bathing with _________ assist and _____% verbal cues for increased functional independence in daily life.
4. ______________ will complete LB bathing with _________ assist and _____% verbal cues for increased functional independence in daily life.
5. ______________ will complete toileting with _________ assist and _____% verbal cues for increased functional independence in daily life.
6. ______________ will complete sit to stand transfer with _________ assist and _____% verbal cues for increased functional independence in daily life.
7. ______________ will complete grooming tasks with _________ assist and _____% verbal cues for increased functional independence in daily life.
8. ______________ will complete stand pivot transfer with _________ assist and _____% verbal cues for increased functional independence in daily life.
9. ______________ will complete self-feeding with _________ assist and _____% verbal cues for ________% of meal for increased functional independence in daily life.

Sensory with Self Care Tasks:

1. ______________ will tolerate washing hair for ______% of task without a tantrum in 5 out of 7 days for increased participation and functional independence in daily life.
2. ______________ will tolerate oral hygiene for ______% of task without a tantrum in 5 out of 7 days for increased participation and functional independence in daily life.
3. ______________ will go to sleep after 30 minutes of self preparation routine without difficulty (i.e. tantrums or other similar behaviors) in 5 out of 7 days for increased participation and functional independence in daily life.
4. ______________ will demonstrate an appropriate level of arousal for _____ minutes in 4 out of 5 treatment sessions for increased participation and functional independence in daily life.
5. ______________ will wearing UB and LB clothing for _______ minutes without a tantrum in 5 out of 7 days for increased participation and functional independence in daily life.

Manual Dexterity Occupational Therapy Goals For Anxiety

Behavioral:

Manual Dexterity Occupational Therapy Goals For Children

1. ________________’s family will understand his sensory needs and be able to follow through on home and school activities that will assist him in maintaining an appropriate level of arousal as measured through verbal recall of information with _______% accuracy.
2. ________________ will attain and maintain an appropriate level of arousal for activities ____ hours out of the day with ___________ rest breaks as measured by teacher and family report.
3. Using sensory strategies, ___________________ will demonstrate appropriate sensory modulation skills in order to sit and participate in circle time at school without aggression towards peers in 4 out of 5 days of the week as measured by teacher report.
4. _______________ will demonstrate ability to tolerate sitting close to peers in classroom without physically striking another student in 4 out of 5 days of the week as measured by teacher report.
5. ______________ will demonstrate knowledge of sensory diet with ___% accuracy as measured by verbal and visual recall.
6. ______________ will demonstrate ability to implement sensory diet with ____% accuracy as measured by skill demonstration per teacher report in 4 out of 5 school days.
7. ______________ will tolerate standing in line without tantrums or other poor behaviors in 4 out of 5 school days as measured by teacher report.