Help put on ankle braces after rest
When to use this goal
For young children who wear ankle-foot orthoses and are fully dressed in them by an adult. The goal is active help with each step, decided by the child's reach and hand skills, not age. Families often teach the same steps at home.
- Baseline
- Score each step for a week as done by the child, done with help, or done by the adult. An adult always checks that the heel is fully seated and straps are snug at the end. 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
- Use backward chaining: the adult does the early steps and the child finishes, then the child takes on more. Picture cards of each step help. Praise effort; brace time is often not a favorite.
- Limits
- An adult checks the final fit every time at this age. Braces that no longer fit cause redness and refusal; report it to the family and orthotist. It does not cover walking in the braces.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-010.
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Goal
By the annual IEP review date, after rest time when the braces go back on, the student will help put on their braces by doing each step on the brace checklist they can do for the step, performing at least 4 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily after rest time.
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 goal331 characters
- By the annual IEP review date, after rest time when the braces go back on, the student will help put on their braces by doing each step on the brace checklist they can do for the step, performing at least 4 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily after rest time.
- Timeframe
- By the annual IEP review date
- Condition
- After rest time when the braces go back on
- Behavior
- The student will help put on their braces by doing each step on the brace checklist they can do for the step
- Criteria
- Performing at least 4 of 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily after rest time
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 4 of 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily after rest time
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after rest time when the braces go back on, the student will help put on their braces by doing each step on the brace checklist they can do for the step, performing at least 4 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily after rest time.
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. Sit on the bench or floor with legs out | ||||||||
| 2. Pull up the sock so it is smooth | ||||||||
| 3. Hold the brace open with both hands | ||||||||
| 4. Push the foot into the brace with the heel all the way back | ||||||||
| 5. Pull the strap across and press it closed | ||||||||
| 6. Push the foot into the shoe | ||||||||
| 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: 4 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.