# PWR-090 — Vestibular adaptation: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 9 min reading; practical time is provider-set Difficulty: Introductory Equipment: Common household or practice equipment — Clinician-selected letter or symbol target at the prescribed distance and size.; Stable chair or provider-set standing support, timer, symptom scale and exercise record.; Usual glasses and mobility aids unless the clinician documents a specific change. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Vestibular adaptation exercises use head movement while maintaining a clear target, but the target, speed, posture, duration and recovery must match a diagnosed condition and clinical plan. This lesson teaches the full session method under a vestibular clinician’s control. Eye-only tracking is not substituted for head movement, and dizziness is not chased as proof of a good dose. Target outcome: The learner completes one clinician-prescribed gaze-stability block with target clarity, head movement, symptoms, recovery and assistance recorded exactly. ### Authority and setup conditions - Confirm the diagnosis and exact prescription with the clinician; this page supplies no independent dose. - Clear the area and use the prescribed seated or guarded posture. - Record baseline dizziness, nausea, headache, vision clarity and balance from 0 to 10 and agree an immediate stop rule. ### Required or supplied materials - Clinician-selected letter or symbol target at the prescribed distance and size. - Stable chair or provider-set standing support, timer, symptom scale and exercise record. - Usual glasses and mobility aids unless the clinician documents a specific change. ## 1. Copy the prescription Write target distance and size, posture, head direction, range, speed cue, duration, rest and stop threshold exactly. Why: Small configuration changes can alter both adaptation demand and fall risk. Success check: The learner and clinician can read back the same complete prescription. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner and clinician can read back the same complete prescription.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Set the target and support Place the target at the prescribed distance and eye level. Take the prescribed seat or guarded stance with aids in reach. Why: A stable setup lets the exercise challenge gaze rather than uncontrolled balance. Success check: The target is clear before head movement and the body is protected from a fall. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The target is clear before head movement and the body is protected from a fall.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Rehearse slowly Keep eyes on the target and turn the head through the prescribed small range while the clinician observes. The target should remain recognisable. Why: Familiarisation confirms the learner understands head-plus-eye coordination. Success check: The learner moves the head, not just the eyes, and can still identify the target. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner moves the head, not just the eyes, and can still identify the target.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Run the prescribed block Start the timer and move at the clinician-set rhythm. Keep the target as clear as possible, breathe normally and report symptoms rather than hiding them. Why: A consistent block creates a controllable adaptation dose. Success check: Duration, speed cue, clarity and peak symptoms are recorded. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Duration, speed cue, clarity and peak symptoms are recorded.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Stop and recover Stop at the prescription limit or earlier stop sign, sit or remain supported and time recovery until symptoms return to the clinician-defined band. Why: Recovery duration is part of dose and may reveal over-provocation. Success check: The record includes peak change and minutes to recovery. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The record includes peak change and minutes to recovery.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Review before any progression The clinician checks execution, functional response and recovery, then keeps or changes one variable only. Why: Changing one feature preserves attribution and avoids sudden overload. Success check: The next plan names one controlled change or a hold decision. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The next plan names one controlled change or a hold decision.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.