Pediatric feeding difficulties involving sensory-based food aversion, oral motor coordination deficits, limited diet repertoire, and maladaptive mealtime behaviors requiring graded exposure and sensory-motor intervention.
| Goal | |
|---|---|
| Patient will accept 5 novel foods touching lips without aversive response (head turning, crying, gagging) across 3 consecutive sessions using a systematic desensitization hierarchy. |
| Goal | |
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| Patient will interact with 3 novel food textures through tactile play (touching, squishing, spreading) for 2+ minutes without hand wiping or avoidance. |
| Goal | |
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| Patient will self-feed using a preloaded spoon for 10 consecutive bites of puree with adequate hand-to-mouth coordination and minimal spillage. |
| Goal | |
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| Patient will sit upright in a supportive highchair with feet flat on a footrest for the duration of a 15-minute meal without arching or sliding. |
| Goal | |
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| Patient will take 3 bites of a non-preferred food after modeling and positive reinforcement without gagging in 4/5 opportunities. |
| Goal | |
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| Patient will drink from a straw cup with graded jaw support fading to independent jaw control for 3 oz liquid within a single mealtime. |
| Goal | |
|---|---|
| Patient will use a raking grasp to self-feed 10 small finger foods (puffs, cereal pieces) within a 10-minute snack time given hand-over-hand fading to independent. |
| Goal | |
|---|---|
| Patient will tolerate face and mouth wiping with a wet cloth after meals without pulling away or crying given a predictable routine and countdown. |
Use the SOAP note templates on this page: build the Subjective, Objective, Assessment, and Plan sections from the ready-made feeding disorder - occupational therapy phrases. Each uses skilled-service, insurance-defensible language — document the patient's performance plus the skilled intervention you provided, then review and individualize before signing.
The feeding disorder - occupational therapy goal bank on this page provides SMART, measurable goals with a clear condition, target behavior, and mastery criteria. Copy a goal and adjust the specifics to your patient and setting (school/IEP or medical).
They are written with the skilled-service and medical-necessity language payers look for. The licensed clinician must always review and individualize each note before submitting it for reimbursement.
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