Respond to Ling sounds in the morning check
When to use this goal
For young children who use hearing aids or a cochlear implant and take part in a daily listening check with the Ling sounds. Present levels in detection and imitation decide whether the child responds by a play action or by repeating the sound.
- Baseline
- Run the check for a week and record each sound as responded to or not, plus one silent trial. A missed sound on one day that was heard before is a signal to check the device, not a skill change.
- Tips
- The six Ling sounds (m, oo, ee, ah, sh, s) and one silent trial make seven opportunities. The goal is a reliable response so adults can trust the check each day.
- Limits
- This check confirms the device is working for those sounds; it is not a hearing test. Report a sudden change to the audiologist. Hearing technology is one access route the family and student chose; it does not replace sign language, captions, or other visual access where the student uses them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-ht-003.
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Goal
By the annual IEP review date, during the daily device check, given each Ling sound spoken at a normal voice level at about 3 feet with the speaker's mouth covered, the student will show they heard each sound with a play response (such as dropping a block in a bucket) or by repeating it independently in at least 6 of 7 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily during the device check.
Baseline: 2 of 7 opportunities.
- 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. Opportunities 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 opportunities 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 Hearing Technology Self-Management.
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 - Hearing Technology Self-Management
- Baseline
- 2 of 7 opportunities.
- Annual goal458 characters
- By the annual IEP review date, during the daily device check, given each Ling sound spoken at a normal voice level at about 3 feet with the speaker's mouth covered, the student will show they heard each sound with a play response (such as dropping a block in a bucket) or by repeating it independently in at least 6 of 7 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily during the device check.
- Timeframe
- By the annual IEP review date
- Condition
- During the daily device check, given each Ling sound spoken at a normal voice level at about 3 feet with the speaker's mouth covered
- Behavior
- The student will show they heard each sound with a play response (such as dropping a block in a bucket) or by repeating it independently
- Criteria
- In at least 6 of 7 opportunities, on 4 of 5 consecutive school days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during the device check
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 6 of 7 opportunities
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily during the device check
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during the daily device check, given each Ling sound spoken at a normal voice level at about 3 feet with the speaker's mouth covered, the student will show they heard each sound with a play response (such as dropping a block in a bucket) or by repeating it independently in at least 6 of 7 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily during the device check.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | # + (of 7) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 7 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.