Clinical pathway
Balance
The student is unsteady in PE, on the playground, or in transitions, especially when also looking at something.
Step 1
Occupational performance problem
The student is unsteady in PE, on the playground, or in transitions, especially when also looking at something.
Step 2
Clinical reasoning
- Test balance with eyes open and eyes closed, then with a head turn — the difference is the visual contribution.
- A sudden change in balance, or balance loss with headache or nausea, is a referral first.
Step 3
Likely limiting level
Level 5: Functional Integration
Vision, vestibular, and proprioceptive input must integrate under load.
Level 2: Visual Efficiency
Gaze stability during head movement supports steady posture.
Step 4
Intervention options
Nothing tagged for this step yet.
See all matching resourcesStep 5
Movement-based options
Nothing tagged for this step yet.
Step 6
Teacher strategies
- Predictable transition routes with visual landmarks.
- Seated alternatives during unstable-surface PE tasks until stability improves.
Step 7
Parent carryover
- Single-leg stance games while brushing teeth or waiting.
- Curbs, low walls, and playground equipment as everyday practice.
Step 8
Progress monitoring
- Seconds of single-leg stance, eyes open and eyes closed.
- Falls or near-falls reported per week.
Step 9
Reassessment
Re-screen the limiting level after 6–8 weeks of consistent intervention. If the occupational problem has not changed while the contributing level has, look upstream for a different limiting factor. If neither has changed, or symptoms are worsening, refer out rather than continuing to treat.