Detect speech sounds with a play response
When to use this goal
For young children who respond to some sounds and are learning a conditioned play response to speech sounds at increasing distances. Present levels in detection decide the sounds and the distance.
- Baseline
- Present each sound twice plus four silent trials at 3 feet. Responses on silent trials count as errors. Note any sound the child never detects and share it with the audiologist.
- Tips
- The play response turns listening into a game the child can show. Distance tells the team how far away the child can detect speech in class.
- Limits
- A missed sound may mean a device or mapping problem, not a skill problem. The template measures listening for a student whose family chose listening as one route; it never replaces sign language or captions the student also uses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-aud-002.
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Goal
By the annual IEP review date, given speech sounds (such as m, oo, ee, ah, sh, s) spoken at a normal voice level at 3 feet with the speaker's mouth covered, mixed with silent turns, the student will make the play response (such as putting a peg in a board) each time a sound is spoken and wait when there is no sound independently with at least 90% accuracy on sound and no-sound trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
Baseline: 50% 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 Auditory Skills (Deaf & Hard of Hearing).
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 - Auditory Skills (Deaf & Hard of Hearing)
- Baseline
- 50% accuracy.
- Annual goal518 characters
- By the annual IEP review date, given speech sounds (such as m, oo, ee, ah, sh, s) spoken at a normal voice level at 3 feet with the speaker's mouth covered, mixed with silent turns, the student will make the play response (such as putting a peg in a board) each time a sound is spoken and wait when there is no sound independently with at least 90% accuracy on sound and no-sound trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
- Timeframe
- By the annual IEP review date
- Condition
- Given speech sounds (such as m, oo, ee, ah, sh, s) spoken at a normal voice level at 3 feet with the speaker's mouth covered, mixed with silent turns
- Behavior
- The student will make the play response (such as putting a peg in a board) each time a sound is spoken and wait when there is no sound independently
- Criteria
- With at least 90% accuracy on sound and no-sound trials, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each session with the teacher of the deaf
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 90% accuracy on sound and no-sound trials
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- each session with the teacher of the deaf
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given speech sounds (such as m, oo, ee, ah, sh, s) spoken at a normal voice level at 3 feet with the speaker's mouth covered, mixed with silent turns, the student will make the play response (such as putting a peg in a board) each time a sound is spoken and wait when there is no sound independently with at least 90% accuracy on sound and no-sound trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
| 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.