Don a leg prosthesis with a liner
When to use this goal
For students with a lower-limb prosthesis who need an adult to put it on after PE, swimming or a skin break. The task analysis of the student's own liner and suspension system, not grade, decides fit. The prosthetist's instructions set the steps.
- Baseline
- Score the steps on three days in a private space. Get the exact steps from the prosthetist, since pin, suction and strap systems differ. Note any step blocked by balance while standing. 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
- Replace the sample steps with the student's own system. Privacy matters: change in a private space, not in front of the class. The first step builds a habit of daily skin checks.
- Limits
- Fit changes with growth and weight; the prosthetist adjusts the socket, not the school. A sore limb is a reason to stop and call the family, not to push through. It does not cover walking or running with the prosthesis.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-011.
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Goal
By the annual IEP review date, after changing for PE or after swimming, the student will put on the liner and prosthesis following the steps for their limb and check the fit before walking, performing at least 7 of 8 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected on each PE or swim day.
Baseline: 3 of 8 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
- 3 of 8 steps independently.
- Annual goal337 characters
- By the annual IEP review date, after changing for PE or after swimming, the student will put on the liner and prosthesis following the steps for their limb and check the fit before walking, performing at least 7 of 8 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected on each PE or swim day.
- Timeframe
- By the annual IEP review date
- Condition
- After changing for PE or after swimming
- Behavior
- The student will put on the liner and prosthesis following the steps for their limb and check the fit before walking
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- On each PE or swim day
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 7 of 8 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- on each PE or swim day
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after changing for PE or after swimming, the student will put on the liner and prosthesis following the steps for their limb and check the fit before walking, performing at least 7 of 8 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected on each PE or swim day.
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. Check the skin of the residual limb for red marks or open areas | ||||||||
| 2. Turn the liner inside out and line it up with the limb | ||||||||
| 3. Roll the liner on with no air pockets or wrinkles | ||||||||
| 4. Add the prosthetic socks the fit calls for | ||||||||
| 5. Line up the pin or valve and push into the socket | ||||||||
| 6. Stand and check that the pin clicks or the seal holds | ||||||||
| 7. Take a few steps and check for pain, rubbing or a loose feel | ||||||||
| 8. Tell an adult about any problem | ||||||||
| 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: 7 of 8).
- 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.