Check crutch fit and tips each morning
When to use this goal
For long-term crutch users, including forearm crutch users, who walk on worn tips, loose pins or crutches set at the wrong height without noticing. Present levels on the checklist, not grade, decide fit. Builds the habit of checking equipment that the student will need as an adult.
- Baseline
- Score the steps on three mornings without prompting. Ask the PT to set up one planted problem (a worn tip, a loose pin) during a session to see whether the student finds it. 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
- The PT sets the correct height once and marks it with tape so the student can see it. Keep spare tips at school. Reporting a problem is the most important step; the student does not repair the crutch.
- Limits
- Fit changes as students grow; the PT rechecks height on a schedule. The checklist cannot catch hidden cracks inside the frame. It does not cover walking with the crutches.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-006.
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Goal
By the annual IEP review date, on arrival at school before the first walk to class, the student will check their crutches using the fit and safety steps and tell an adult about any problem, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival for two weeks of each month.
Baseline: 1 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 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
- 1 of 6 steps independently.
- Annual goal369 characters
- By the annual IEP review date, on arrival at school before the first walk to class, the student will check their crutches using the fit and safety steps and tell an adult about any problem, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival for two weeks of each month.
- Timeframe
- By the annual IEP review date
- Condition
- On arrival at school before the first walk to class
- Behavior
- The student will check their crutches using the fit and safety steps and tell an adult about any problem
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at arrival for two weeks of each month
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at arrival for two weeks of each month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on arrival at school before the first walk to class, the student will check their crutches using the fit and safety steps and tell an adult about any problem, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival for two weeks of each month.
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. Look at both rubber tips for wear, cracks or missing tread | ||||||||
| 2. Check that every height pin is clicked fully through its hole | ||||||||
| 3. Check that the handgrips and cuffs or pads are tight | ||||||||
| 4. Stand and check the height: handgrips at the wrist crease, pads below the armpit or cuffs below the elbow | ||||||||
| 5. Tell an adult about any worn, loose or missing part | ||||||||
| 6. Use the backup crutches or wait for help if a crutch is not safe | ||||||||
| 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: 5 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.