Fit shoes over ankle-foot orthotics
When to use this goal
For students who wear ankle-foot orthotics (AFOs) or supramalleolar orthotics and depend on an adult to put on the brace, sock, and shoe. Fits only when the PT and family agree the student may put the brace on themselves. Present levels and the OT's observation of the routine, not grade or age, decide whether this template fits.
- Baseline
- Watch the routine on at least 3 typical days before setting a target, using the clothes the student actually wears. Mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done, and count only independent steps. Check skin after removal with the nurse or PT during baseline; a poorly seated heel can cause red marks, which tells you which step needs work.
- Tips
- Write this with the PT. Shoes one size wider with a wide opening and Velcro closure help. Score the heel step only when an adult has confirmed the heel is fully seated.
- Limits
- Not for students whose orthotics must be fitted by trained staff. Skin checks and brace fit stay the responsibility of the PT, nurse, and family, not this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dr-009.
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Goal
By the annual IEP review date, when putting on their orthotics and shoes after PE, swimming, or a rest period, the student will put on a long sock, place their heel in the back of the orthotic, fasten the straps, and slide on and fasten the shoe, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 7 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 Dressing & Clothing Management.
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
- Functional & Independence Skills - Dressing & Clothing Management
- Baseline
- 2 of 7 steps independently.
- Annual goal384 characters
- By the annual IEP review date, when putting on their orthotics and shoes after PE, swimming, or a rest period, the student will put on a long sock, place their heel in the back of the orthotic, fasten the straps, and slide on and fasten the shoe, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When putting on their orthotics and shoes after PE, swimming, or a rest period
- Behavior
- The student will put on a long sock, place their heel in the back of the orthotic, fasten the straps, and slide on and fasten the shoe
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
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 at least 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when putting on their orthotics and shoes after PE, swimming, or a rest period, the student will put on a long sock, place their heel in the back of the orthotic, fasten the straps, and slide on and fasten the shoe, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
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. Pulls on a long sock with no wrinkles | ||||||||
| 2. Opens the orthotic straps | ||||||||
| 3. Places the heel fully back in the orthotic | ||||||||
| 4. Fastens the ankle strap first | ||||||||
| 5. Fastens the remaining straps | ||||||||
| 6. Loosens the shoe and slides the foot and orthotic in | ||||||||
| 7. Fastens the shoe and checks the heel is seated | ||||||||
| 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 7).
- 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.