Keep the prescribed crutch gait in hallways
When to use this goal
For students using crutches after an injury or surgery, or long term, who drift out of the gait pattern prescribed for them, such as putting weight on a leg that should not bear weight. The PT's observation, not grade, decides fit. Fits short-term crutch use as well as long-term use.
- Baseline
- Watch six hallway walks and score a walk as on-pattern when the student keeps the prescribed weight bearing and crutch position for the whole walk. Note crowding, slippery floors and whether the student rushes to keep up. Weight-bearing limits, wearing schedules and equipment settings come from the student's physician, orthotist or prosthetist and the PT plan, never from this goal.
- Tips
- For short-term crutch use, write this into a temporary plan, with early release and an elevator pass as accommodations. Update the gait pattern on the plan each time the doctor changes weight bearing. Stairs with crutches are in a separate template.
- Limits
- Weight-bearing status changes quickly after injury; the goal must follow the current medical order. The template scores pattern, not speed or endurance. It does not cover stairs or carrying items.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-004.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when walking with crutches from class to class during passing time, the student will walk with the crutches using the gait pattern on their PT plan (for example swing-through with no weight on the injured leg, or a two-point pattern), keeping the crutch pads off the armpits with no adult cues in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected on six hallway walks a week.
Baseline: 2 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 6 opportunities.
- Annual goal459 characters
- By the annual IEP review date, when walking with crutches from class to class during passing time, the student will walk with the crutches using the gait pattern on their PT plan (for example swing-through with no weight on the injured leg, or a two-point pattern), keeping the crutch pads off the armpits with no adult cues in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected on six hallway walks a week.
- Timeframe
- By the annual IEP review date
- Condition
- When walking with crutches from class to class during passing time
- Behavior
- The student will walk with the crutches using the gait pattern on their PT plan (for example swing-through with no weight on the injured leg, or a two-point pattern), keeping the crutch pads off the armpits with no adult cues
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- On six hallway walks a week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- on six hallway walks a week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when walking with crutches from class to class during passing time, the student will walk with the crutches using the gait pattern on their PT plan (for example swing-through with no weight on the injured leg, or a two-point pattern), keeping the crutch pads off the armpits with no adult cues in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected on six hallway walks a week.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.