OT Goal Bank - Fine Motor, Visual Motor, Self-Help Goals

Sep 2, 2026

Upload by Riley

OT goal bank for early childhood/pre-K and kindergarten skill development, organized to support measurable objectives in fine motor, visual motor/perception, sensory processing, and self-help domains. Includes repeated goal structures with target independence levels (e.g., independently to maximum assistance) and trial/time/percentage measures. Covers grasp/release, transfer between hands, pincer and 3-jaw chuck grasps, scissor pre-positioning and cutting within set deviations, pre-writing shape imitation, and visual-perceptual activities. Provides sensory tolerance and adaptive technology equipment use goals.

LanguageEnglish

CategoryForms

FormatDOCX

Pages15

Reading Time5 min

AccessFree to download

Goals for Goal Statement

Early Childhood/Pre-K

GRASPING, MANIPULATION, FINE MOTOR, COORDINATION

PRE-WRITING

VISUAL MOTOR/PERCEPTION

ADAPTIVE EQUIPMENT/TECHNOLOGY USE

SENSORY PROCESSING

Self-Help Skills

Kindergarten

OT Goals for Kindergarten related to Math Common Core Standards

GRASPING, MANIPULATION, FINE MOTOR, COORDINATION

Goals for Goal Statement Student will participate in Fine Motor task so that he/she can demonstrate age appropriate skills in the classroom. Student will participate in fine motor and visual motor tasks so that he/she can demonstrate age appropriate skills in the classroom. Student will participate in fine motor and visual motor tasks using sensory strategies/adaptations so that he/she can demonstrate age appropriate skills in the classroom. Student will participate in self-help skills so that he/she is more independent in the classroom. Student will use switches/adaptations so that he/she can demonstrate their highest level of independence in the classroom. Student will demonstrate age appropriate skills in fine motor, visual motor, and self-help skills in the classroom setting. Student will demonstrate age appropriate skills in fine motor, visual motor, and self-help skills using sensory strategies as needed in the classroom setting. Early Childhood/Pre-K OT Goals related to Math and ELA. (For each goal add level of independence: independently, with verbal cues, prompts, minimal assistance, moderate assistance or maximum assistance.) GRASPING, MANIPULATION, FINE MOTOR, COORDINATION: Student will participate in grasp/release classroom/therapy objects and transfer from one hand to the other, ____ out of ____ trials. Student will be able to pick up objects from a desk top, ___ out of ____ trials, when completing classroom/therapy activities. Student will be able to open/close containers that hold classroom/therapy supplies ___ out of ___ trials. Student will cross midline, ____ out of ___ trials, to reach across the body for objects during therapy session and classroom activities. Student will use a pincer grasp, _____ out of ___ trials, when manipulating classroom/therapy materials. Student will use a 3 jaw chuck grasp, ____ out of ____ trials, when manipulating classroom/therapy materials. Student will pre-position the scissors in dominant hand, ___ out of ___ trials, when completing classroom/therapy cutting activities. Student will pre-position the scissors to snip paper, ___ out of ____ trials, when completing classroom/therapy cutting activities. Student will pre-position the scissors to cut paper in half, ___ out of ____ trials, when completing classroom/therapy cutting activities. Student will pre-position scissors to cut on a bold line within ____ inch deviation on ____ out of ___ trials, when completing classroom/therapy cutting activities. Student will pre-position scissors to cut various lines (curved, jagged) within ____ inch deviation on ____ out of ___ trials, when completing classroom/therapy cutting activities. Student will manipulate scissors to cut out a circle within ____ inch deviation on ___ out of ___ trials when completing classroom/therapy cutting activities. PRE-WRITING: Student will imitate pre-writing shapes (l,-,o,+, square) on paper in ____ out of ___ trials. Student will trace lines or shapes within 1⁄4 of an inch deviation _____% of the time. Student will draw the following shapes: __________, with ____% accuracy for size, orientation, and formation. Student will draw a person with ____ number of body parts on ____ out of ____ trials. Student will trace name within ___ inch deviation on ____ out of ____ trials. VISUAL MOTOR/PERCEPTION: Student will participate in classroom/therapy visual motor activities with ___assist to complete ___% of the time on ___ out of ___ trials. Student will participate in visual motor activities (peg boards, block designs, dot to dot, etc) with ___ assist. Student will participate in visual perception activities with ___ assist. ADAPTIVE EQUIPMENT/TECHNOLOGY USE: Student will use the following adaptive equipment: _________ during classroom and therapy activities _____ % of the time. SENSORY PROCESSING: Student will tolerate hands on physical prompts when needed for assistance during classroom/therapy activities ____% of the time. Student will tolerate touching variou

FAQs

What types of skills does this OT goal bank include?

It includes fine motor and visual motor tasks, visual perception activities, sensory processing goals, and self-help skills such as buttoning, zipping, and utensil use.

How are goal outcomes measured in the bank?

Goals use measurable criteria such as number of successful trials, percentage accuracy or success rate, time duration, or minutes to complete tasks.

Does the document specify levels of independence for each goal?

Yes. Goals are designed to add an independence level such as independently, with verbal cues, prompts, minimal assistance, moderate assistance, or maximum assistance.

Sep 2, 2026

Upload by Riley