Get up from the floor after a fall
When to use this goal
For students who walk with or without a device, fall now and then, and wait on the floor for an adult to lift them. The PT's recovery method and practice-session observations decide fit; health conditions may rule out getting up alone.
- Baseline
- Score the steps in a planned mat practice; never stage a real fall. Ask staff how real falls are handled now. The first two steps apply every time; the rest only when the student is not hurt.
- Tips
- Knowing how to get up builds confidence and cuts the time a student spends on the floor in front of peers. Teach the check-and-tell steps first. Staff follow the school's injury procedure after every fall.
- Limits
- Not for students with conditions where moving after a fall is unsafe; follow the health plan. Practice data comes from planned mat work; real falls are rare and unscored except for the first two steps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-026.
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Goal
By the annual IEP review date, during a planned practice on a mat in the therapy room or gym, the student will follow the fall recovery steps, starting with a pain check with no adult hands-on help, performing at least 5 of 6 steps independently, across 3 consecutive weekly sessions, as measured by a task-analysis checklist collected weekly in PT practice and after any fall.
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 Functional Mobility.
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) - Functional Mobility
- Baseline
- 1 of 6 steps independently.
- Annual goal377 characters
- By the annual IEP review date, during a planned practice on a mat in the therapy room or gym, the student will follow the fall recovery steps, starting with a pain check with no adult hands-on help, performing at least 5 of 6 steps independently, across 3 consecutive weekly sessions, as measured by a task-analysis checklist collected weekly in PT practice and after any fall.
- Timeframe
- By the annual IEP review date
- Condition
- During a planned practice on a mat in the therapy room or gym
- Behavior
- The student will follow the fall recovery steps, starting with a pain check with no adult hands-on help
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive weekly sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly in PT practice and after any fall
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:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly in PT practice and after any fall
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a planned practice on a mat in the therapy room or gym, the student will follow the fall recovery steps, starting with a pain check with no adult hands-on help, performing at least 5 of 6 steps independently, across 3 consecutive weekly sessions, as measured by a task-analysis checklist collected weekly in PT practice and after any fall.
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. Stay down and check for pain | ||||||||
| 2. Tell an adult if anything hurts and wait for help | ||||||||
| 3. Roll to the side and come to hands and knees | ||||||||
| 4. Crawl to a sturdy chair or the walker | ||||||||
| 5. Bring one foot forward into half kneeling | ||||||||
| 6. Push up to standing using the chair or walker | ||||||||
| 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.