What mobility equipment use involves
- Walking with a walker using the taught pattern, and getting through doors and storing it in class
- Crutch gait on level floors and on stairs, and checking crutch fit
- Using a support cane for balance on the correct side
- Putting on and taking off braces or a prosthesis, checking skin and adjusting fit
- Following a wearing schedule and driving a power wheelchair through doorways and classroom spaces
- Using a gait trainer or stander during class activities, and reporting equipment problems to an adult
Baseline and measurement considerations
- Use a task analysis for routines with a set order, such as putting on a prosthesis, folding a walker or the daily power chair check, and get the steps from the PT, orthotist or prosthetist.
- Count gait pattern, doorway and reporting goals as opportunities: each walk, doorway or equipment problem is one trial.
- Use duration for wearing time and for time in a stander or gait trainer, and keep the target within the medical schedule.
- Record the device, its settings and the student's current weight-bearing status with every data set, since a change resets the baseline.
- Score in the student's real routes and classes, not only in the therapy room, once the pattern holds in practice.
Progress-monitoring methods used in these templates
- Direct observation: An adult observes and records the defined behavior during a specified activity.
- Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
- Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.
- Duration recording: The length of time a behavior lasts is timed from a defined start to a defined end.
- Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
How each measure works
- Opportunity (Trial) Data: Number of opportunities in which the behavior is demonstrated, out of a fixed number.
- Task Analysis: Number of routine steps performed independently.
- Duration Recording: How long a behavior lasts, from a defined start to a defined end.
Matching data sheets
Each template links to a blank sheet built for its measure. You can also download these sheets on their own:
- Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
- Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.
- Duration tracker: Times how long a behavior lasts and compares it with the target duration.
Common mistakes when writing mobility equipment use goals
- Writing a target for wearing time or weight bearing that goes beyond the physician's or prosthetist's orders.
- Treating a poorly fitting walker, brace or joystick set-up as a skill problem; check fit first.
- Writing "will use the walker", which names no pattern, route or measure.
- Leaving out reporting pain, rubbing or broken parts, which is the most important safety habit.
- Doing skin checks and brace changes where peers can see; plan a private space.
- Ignoring the student's own choice, such as a one-handed method instead of a prosthesis, or when they want to use a device in front of peers.