[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-174213-en":3,"doc-seo-174213-105":30,"detail-sidebar-cat-1-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},174213,1374391975076,"Riley","https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051",1,17,"Forms","OT Goal Bank - Fine Motor, Visual Motor, Self-Help Goals","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.","Goals for Goal Statement\nStudent will participate in Fine Motor task so that he/she can demonstrate age appropriate skills in the classroom.\nStudent will participate in fine motor and visual motor tasks so that he/she can demonstrate age appropriate skills in the classroom.\nStudent 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.\nStudent will participate in self-help skills so that he/she is more independent in the classroom.\nStudent will use switches/adaptations so that he/she can demonstrate their highest level of independence in the classroom.\nStudent will demonstrate age appropriate skills in fine motor, visual motor, and self-help skills in the classroom setting.\nStudent will demonstrate age appropriate skills in fine motor, visual motor, and self-help skills using sensory strategies as needed in the classroom setting.\nEarly Childhood/Pre-K\nOT Goals related to Math and ELA.\n(For each goal add level of independence: independently, with verbal cues, prompts, minimal assistance, moderate assistance or maximum assistance.)\nGRASPING, MANIPULATION, FINE MOTOR, COORDINATION:\nStudent will participate in grasp/release classroom/therapy objects and transfer from one hand to the other, ____ out of ____ trials.\nStudent will be able to pick up objects from a desk top, ___ out of ____ trials, when completing classroom/therapy activities.\nStudent will be able to open/close containers that hold classroom/therapy supplies ___ out of ___ trials.\nStudent will cross midline, ____ out of ___ trials, to reach across the body for objects during therapy session and classroom activities.\nStudent will use a pincer grasp,  _____ out of ___ trials, when manipulating classroom/therapy materials.\nStudent will use a 3 jaw chuck grasp, ____ out of ____ trials, when manipulating classroom/therapy materials.\nStudent will pre-position the scissors in dominant hand, ___ out of ___ trials, when completing classroom/therapy cutting activities.\nStudent will pre-position the scissors to snip paper, ___ out of ____ trials, when completing classroom/therapy cutting activities.\nStudent will pre-position the scissors to cut paper in half, ___ out of ____ trials, when completing classroom/therapy cutting activities.\nStudent will pre-position scissors to cut on a bold line within ____ inch deviation on ____ out of ___ trials, when completing classroom/therapy cutting activities.\nStudent will pre-position scissors to cut various lines (curved, jagged) within ____ inch deviation on ____ out of ___ trials, when completing classroom/therapy cutting activities.\nStudent will manipulate scissors to cut out a circle within ____ inch deviation on ___ out of ___ trials when completing classroom/therapy cutting activities.\nPRE-WRITING:\nStudent will imitate pre-writing shapes (l,-,o,+, square) on paper in ____ out of ___ trials.\nStudent will trace lines or shapes within 1⁄4 of an inch deviation _____% of the time.\nStudent will draw the following shapes: __________, with ____% accuracy for size, orientation, and formation.\nStudent will draw a person with ____ number of body parts on ____ out of ____ trials.\nStudent will trace name within ___ inch deviation on ____ out of ____ trials.\nVISUAL MOTOR/PERCEPTION:\nStudent will participate in classroom/therapy visual motor activities with ___assist to complete ___% of the time on ___ out of ___ trials.\nStudent will participate in visual motor activities (peg boards, block designs, dot to dot, etc) with ___ assist.\nStudent will participate in visual perception activities with ___ assist.\nADAPTIVE EQUIPMENT/TECHNOLOGY USE:\nStudent will use the following adaptive equipment: _________ during classroom and therapy activities _____ % of the time.\nSENSORY PROCESSING:\nStudent will tolerate hands on physical prompts when needed for assistance during classroom/therapy activities ____% of the time.\nStudent will tolerate touching variou","cbCaiiDgTnvwP7pm","https://ap.wps.com/l/cbCaiiDgTnvwP7pm","docx",28774,15,"English","en",105,"# Goals for Goal Statement\n## Early Childhood/Pre-K\n### GRASPING, MANIPULATION, FINE MOTOR, COORDINATION\n### PRE-WRITING\n### VISUAL MOTOR/PERCEPTION\n### ADAPTIVE EQUIPMENT/TECHNOLOGY USE\n### SENSORY PROCESSING\n## Self-Help Skills\n# Kindergarten\n## OT Goals for Kindergarten related to Math Common Core Standards\n### GRASPING, MANIPULATION, FINE MOTOR, COORDINATION","[{\"question\":\"What types of skills does this OT goal bank include?\",\"answer\":\"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.\"},{\"question\":\"How are goal outcomes measured in the bank?\",\"answer\":\"Goals use measurable criteria such as number of successful trials, percentage accuracy or success rate, time duration, or minutes to complete tasks.\"},{\"question\":\"Does the document specify levels of independence for each goal?\",\"answer\":\"Yes. Goals are designed to add an independence level such as independently, with verbal cues, prompts, minimal assistance, moderate assistance, or maximum assistance.\"}]","OT Goal Bank - Fine Motor, Visual Motor, Self-Help Goals | DOCX",1788311240,5,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"ot-goal-bank-fine-motor-visual-motor-self-help-goals","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/forms/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/ot-goal-bank-fine-motor-visual-motor-self-help-goals/174213/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-06","2026-09-02",true,{"@type":66,"interactionType":67,"userInteractionCount":11},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What types of skills does this OT goal bank include?","Question",{"text":76,"@type":77},"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.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"How are goal outcomes measured in the bank?",{"text":81,"@type":77},"Goals use measurable criteria such as number of successful trials, percentage accuracy or success rate, time duration, or minutes to complete tasks.",{"name":83,"@type":74,"acceptedAnswer":84},"Does the document specify levels of independence for each goal?",{"text":85,"@type":77},"Yes. 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