Choose answers on a computer with switch scanning
When to use this goal
For students who use switches and are ready for scanning, where choices are highlighted one at a time and a switch press selects. Present levels in cause-and-effect switch use and in timing decide fit.
- Baseline
- Name a target 10 times and record whether the student selects it, selects too early or late, or does not press. Try scan speeds with the AT specialist.
- Tips
- Score access (did they select the choice they meant), not content. Asking the student to name the choice first separates motor from content errors.
- Limits
- Scan speed, fatigue, and seating change results. Communication through scanning belongs in AAC goals. The AT specialist and team choose the tool from an AT assessment and trial data; the template measures what the student does with it, not the tool's quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-at-015.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a learning activity set up for scanning with 2 to 4 answer choices, using the student's switch at the chosen body site, the student will press the switch when the highlight reaches the chosen answer independently with at least 85% accuracy on intended choices selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy 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 Assistive Technology Use.
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
- Vision, Hearing & Assistive Technology - Assistive Technology Use
- Baseline
- 40% accuracy.
- Annual goal408 characters
- By the annual IEP review date, given a learning activity set up for scanning with 2 to 4 answer choices, using the student's switch at the chosen body site, the student will press the switch when the highlight reaches the chosen answer independently with at least 85% accuracy on intended choices selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a learning activity set up for scanning with 2 to 4 answer choices, using the student's switch at the chosen body site
- Behavior
- The student will press the switch when the highlight reaches the chosen answer independently
- Criteria
- With at least 85% accuracy on intended choices selected, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on intended choices selected
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a learning activity set up for scanning with 2 to 4 answer choices, using the student's switch at the chosen body site, the student will press the switch when the highlight reaches the chosen answer independently with at least 85% accuracy on intended choices selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.