User manual MULHOLLAND PEER LEVEL PRONE ASSEMBLY

[. . . ] Attach the upper end of the gas strut to the receiver mounting (fig 7A) on the main column. Then attach the lower (and thinner) end of the black gas strut to the black plate between the cross bars (fig 7B). The tray mounting tubes (fig 8A) should be loosened just enough to let them swivel on the frame and brought through 180 degrees to point upwards (fig 9B). The slings (fig 10A) will simply slide into the sling holding clamps or the intact sling units can be slid on to the main column and secured with push pins. [. . . ] Although the hip support should always be snug, the trunk support can be graded to allow for lateral movement as the child acquires increased trunk control. Knee Supports: Knee blocks provide not only anterior support, but can also change in angle to accommodate flexion at the knees. Foot Supports: The full Footplate was designed for a level weight bearing surface. The 5-Way Adjustable Foot Supports can accommodate anterior/posterior adjustment, leg length discrepancies, plantarflexion/ dorsiflexion, and rotation Tray Height: Tray height adjustment can provide an upper extremity weight-bearing surface (to assist with head control), and a surface for activity placement. A pitch adjustable tray is available for an additional charge. 11 PEER LEVEL STANDER ADJUSTMENTS: Note: The columns on these standers telescope up from the foot support. This allows the child to stand as close to the floor (peer level) as possible. Foot Support: Initially, measure from the foot support to the knee pad and lower or raise the foot supports to the desired height (floor to mid-knee measurement) with the push pin (fig 12A). Trunk Support: Removing both push pins (B & C) pull the column up to the correct height for the chest support and put trunk pin (B) in place. Place the chest support (D) to approximately the level of the child's clavicles. Hip Support: Pull the hip support up to the desired height (heel to iliac crest measurement) and replace the pin (C). Hip and Trunk Support Widths: Loosen the black knobs (E) and slide the bars to the appropriate width (you may need to loosen the straps). It is very important to make sure that the outsides of the bars are an equal distance from the mid-line of the column. This will be adjusted later as part of the "fine tuning" while the child is in the stander. Complete this adjustment for both the trunk and hip supports. 12 Tray support: Adjust the height of the tray by lifting the tray to the desired height, loosening the allen screws on the stops (F), placing the stops at the appropriate height, and retightening the screws. D B C F E A Figure 12 13 Adjustable Knee Supports 1) Angle: Loosen the allen screws (fig 13A) and tilt to the appropriate angle to support the knees. 2) Width: Loosen screws (A) and slide to the correct width to assist in alignment of the lower extremity. 3) Height: Small height adjustments can be made by loosening screws (B) and moving the knee pad on the vertical post. 4) DO NOT ADJUST THE PLACEMENT OF THE COLUMN BRACKET (F) ON THE STANDER!Foot Support Adjustments: 1) Footplate Height: Release the push pin(fig 13C), and adjust the height. 2) Five-Way Foot Supports: a) Height: Release the push pin(C), and adjust the height. b) Leg length discrepancy: Lower foot support to accommodate the lower leg by releasing the push pin (C) and placing it at the appropriate height. c) Abduction: Loosen the screws (D) and adjust the width between the shoe holders. Note: Excessive abduction may cause increased weight-bearing on the medial borders of the feet. [. . . ] The child's therapist should identify whether or not one or two people should be required for the standing transfer. Placing the child's feet on the foot supports, slowly lift him/her into the stander, fastening the hip straps first, then the trunk straps. After checking for proper alignment and weight bearing, fasten the buckle straps on the hip and trunk supports, the foot supports, and the knee straps. Provide a table or socialization activity while the child is standing. [. . . ]