What are some Grooming IEP goals for Adaptive Skills?

Teaching independence to preschoolers with GROOMING IEP goals

Teaching young student proper grooming and hygiene skills does more than keep your classroom or home smelling clean! It helps develop independence, a sense of self, and motor skills. If you're looking for ideas for helping your little with their grooming skills or for life skills grooming IEP goals, read on!

The grooming IEP goals and programs listed here contain lots of materials you might find helpful when teaching adaptive skills to your child or student. Whether you are a parent, a special education teacher, an Occupational Therapist, or a BCBA working on the ABLLS-R® assessment, I hope this helps!

IEP goal written with SMART framework. Objectives broken down for you! If you want editable programs, check out these.
Data collection set up with paper data PLUS Google™ Sheets data which will even graph the results for you.
Task analysis for each skill all prepared for you.
Teacher and student reference cards. Teacher can use these to help randomize all the goals they may be working on with a student, and students can use them for visual prompts and help.
Visuals reinforcement and other prompts like token boards, coloring pages, practice activities, and completion certificates.

Washing Hands

A great independent skill for littles! Lots of opportunities to practice this skill during a typical day, and learning to do it on their own gives them a sense of self and independence. Be mindful of kiddos who may have sensory defensiveness as this skill may be challenging. Speak to your OT for insight!

Sample IEP goal: When given a verbal or environmental cue to “wash hands,” STUDENT will complete a 10-step hand washing routine without assistance improving grooming skills from BASELINE to all 10 steps in 4 out of 5 consecutive opportunities across three consecutive data days as measured by staff observation, daily tasks, and data records.

Brushing Hair

Not just for long hair! I can tell you that this is a skill my now 26-year-old son (with short hair) still struggles with. There's quite some motor skills needed, some executive functioning, and the ability to look in a mirror and ADJUST according to what you see. Start this skill early! It's harder than you think.

Sample IEP goal: When given a verbal or environmental cue to “comb/brush hair,” STUDENT will complete a [4- or 7-] step brush hair routine without assistance improving grooming skills from BASELINE to all steps independently in 4 out of 5 consecutive opportunities across three consecutive data days as measured by staff observation, daily tasks, and data records.

Brush Your Teeth

Keep those pearly whites pretty. A reminder that this skill may be difficult for your sensory-defensive kiddos. Experiment with what works: different toothbrushes, different toothpaste flavors, different methods. And, please, I beg you, start going to the dentist EARLY so that from the youngest age, they are use to them! This can be a scary place for a little one who doesn't understand what's going on! If you have one who is anxious at the dentist, speak to your behaviorist or OT and develop a program to help them acclimate.

Sample IEP goal: When given an opportunity to brush teeth, STUDENT will complete the 15-step brush teeth routine independently improving grooming skills from BASELINE to all steps independently in 4 out of 5 consecutive opportunities across five consecutive data days as measured by staff observation, daily tasks, and data records.

Blow Your Nose

I heard once that they surveyed a whole bunch of Kindergarten teachers and asked them what they most want their incoming kiddos to know. The number one answer surprised me! It's was blow their own nose! Not know their letters and numbers. Tells you how important this little skill is for social development! Especially helpful during those winter months when the crud is everywhere.

Sample IEP goal: When given a verbal or environmental cue to “blow nose,” STUDENT will complete a 6-step routine to blow own nose without assistance improving grooming skills from BASELINE to all steps independently in 4 out of 5 consecutive opportunities across three consecutive data days as measured by staff observation, daily tasks, and data records.