Hold the cane in the diagonal technique
When to use this goal
For new cane users learning to hold the cane across the body for protection in familiar indoor areas. Present levels in grip and arm position decide fit; children can start cane use young.
- Baseline
- Observe the student on one familiar route for a few minutes and mark each step as consistent, inconsistent, or absent. Check that the cane is the right length.
- Tips
- The diagonal technique is for familiar indoor areas; two-point touch takes over for new areas and outdoors. Tell classroom staff where the cane is stored so it is always in reach.
- Limits
- Diagonal technique does not reliably find drop-offs. The goal does not replace the O&M specialist's judgment about when the student is ready for a harder route or less supervision.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-om-008.
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Goal
By the annual IEP review date, when traveling a familiar hallway route at school, the student will hold the cane in the diagonal position across the body with the tip just above the floor and walk the route, performing all 6 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
Baseline: 2 of 6 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Orientation & Mobility.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Vision, Hearing & Assistive Technology - Orientation & Mobility
- Baseline
- 2 of 6 steps independently.
- Annual goal350 characters
- By the annual IEP review date, when traveling a familiar hallway route at school, the student will hold the cane in the diagonal position across the body with the tip just above the floor and walk the route, performing all 6 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
- Timeframe
- By the annual IEP review date
- Condition
- When traveling a familiar hallway route at school
- Behavior
- The student will hold the cane in the diagonal position across the body with the tip just above the floor and walk the route
- Criteria
- Performing all 6 steps independently, on 4 consecutive O&M lessons
- Evaluation method
- A task-analysis checklist
- Schedule
- During each O&M lesson
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- on 4 consecutive O&M lessons
- Collection schedule:
- during each O&M lesson
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when traveling a familiar hallway route at school, the student will hold the cane in the diagonal position across the body with the tip just above the floor and walk the route, performing all 6 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Hold the cane grip with the index finger extended along the flat side | ||||||||
| 2. Extend the arm forward and slightly to the side | ||||||||
| 3. Angle the cane across the body so the tip is just past the opposite shoulder | ||||||||
| 4. Keep the tip just above the floor or lightly touching it | ||||||||
| 5. Keep the cane in position while walking | ||||||||
| 6. Stop when the cane contacts an object and explore it | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.