Get through a heavy door with a walker
When to use this goal
For walker users who walk well on open floors but wait at closed doors for someone to open them, or lose balance pulling a door toward them. Observed attempts at the student's real doors, not grade, decide fit. Push-button openers are covered in functional-mobility goals; this is for doors without one.
- Baseline
- Score the steps at two different doors over three days. Weigh how heavy each door is; some school doors are too heavy for safe one-handed opening and need a facilities fix instead of a goal.
- Tips
- Practice the door the student meets most often first. Teach the student to ask for help at doors that are too heavy; asking is a valid choice, not a failure. Pair with a carrying goal if the student also holds books.
- Limits
- Not for students whose balance makes one-handed walker use unsafe; the PT decides. Very heavy or fast-closing doors are an access issue for the school. It does not cover doors with an automatic opener.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-002.
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Goal
By the annual IEP review date, when reaching a closed pull door on the route to class, the student will open the door and walk through it with the walker following the door steps with no adult help, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected at each door on the daily route, 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 Mobility Equipment Use.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Mobility Equipment Use
- Baseline
- 2 of 7 steps independently.
- Annual goal369 characters
- By the annual IEP review date, when reaching a closed pull door on the route to class, the student will open the door and walk through it with the walker following the door steps with no adult help, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected at each door on the daily route, twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When reaching a closed pull door on the route to class
- Behavior
- The student will open the door and walk through it with the walker following the door steps with no adult help
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- At each door on the daily route, 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:
- at each door on the daily route, twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when reaching a closed pull door on the route to class, the student will open the door and walk through it with the walker following the door steps with no adult help, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected at each door on the daily route, 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. Stop the walker close to the handle side of the door | ||||||||
| 2. Check balance and keep one hand on the walker | ||||||||
| 3. Pull or push the door open with the free hand | ||||||||
| 4. Prop the door with the walker frame or a shoulder | ||||||||
| 5. Step through while keeping the door from closing on the walker | ||||||||
| 6. Bring the walker fully through and let the door close behind | ||||||||
| 7. Turn the walker to continue on the route | ||||||||
| 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.