Step on and off an escalator safely
When to use this goal
For students who walk without a device and who freeze, hesitate for a long time, or step on unsteadily at escalators in malls, airports or transit stations. Fits students the PT has judged safe to ride escalators; students who use walkers, crutches or wheelchairs use the elevator instead, which is always a fine choice.
- Baseline
- Watch two or three rides and mark each step. The critical steps are holding the rail, both feet inside the lines, stepping off as the step flattens, and walking clear; note which ones are missed. Ask the student how they feel about escalators; fear is real and is a reason to offer the elevator, not to push.
- Tips
- Practice at quiet times first. Choosing the elevator is part of the first step and counts as a correct choice; the goal is a safe ride when the student wants one. Carry bags in the hand away from the rail, or use a backpack.
- Limits
- Community outings are not daily, so data builds slowly. Does not cover strollers, carts or luggage. Students with balance or visual needs may never ride escalators, and that is a reasonable plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-038.
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Goal
By the annual IEP review date, during a community outing, at an escalator in a mall or store, the student will step onto the escalator, hold the handrail, ride standing in the middle of the step and step off and walk clear at the end with no adult help, performing at least 5 of 6 steps independently, with all 4 critical steps completed every time, on 3 consecutive community outings, as measured by a task-analysis checklist collected on each community outing with an escalator.
Baseline: 2 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
- 2 of 6 steps independently.
- Annual goal480 characters
- By the annual IEP review date, during a community outing, at an escalator in a mall or store, the student will step onto the escalator, hold the handrail, ride standing in the middle of the step and step off and walk clear at the end with no adult help, performing at least 5 of 6 steps independently, with all 4 critical steps completed every time, on 3 consecutive community outings, as measured by a task-analysis checklist collected on each community outing with an escalator.
- Timeframe
- By the annual IEP review date
- Condition
- During a community outing, at an escalator in a mall or store
- Behavior
- The student will step onto the escalator, hold the handrail, ride standing in the middle of the step and step off and walk clear at the end with no adult help
- Criteria
- Performing at least 5 of 6 steps independently, with all 4 critical steps completed every time, on 3 consecutive community outings
- Evaluation method
- A task-analysis checklist
- Schedule
- On each community outing with an escalator
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:
- with all 4 critical steps completed every time, on 3 consecutive community outings
- Collection schedule:
- on each community outing with an escalator
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a community outing, at an escalator in a mall or store, the student will step onto the escalator, hold the handrail, ride standing in the middle of the step and step off and walk clear at the end with no adult help, performing at least 5 of 6 steps independently, with all 4 critical steps completed every time, on 3 consecutive community outings, as measured by a task-analysis checklist collected on each community outing with an escalator.
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. Stop at the escalator entrance and choose to ride or to use the elevator | ||||||||
| 2. Place a hand on the moving handrail | ||||||||
| 3. Step onto a single flat step with both feet inside the yellow lines | ||||||||
| 4. Ride facing forward, holding the handrail | ||||||||
| 5. Look ahead for the end and step off as the step flattens | ||||||||
| 6. Walk clear of the landing so others can get off | ||||||||
| 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.