Test and change a hearing aid battery
When to use this goal
For students who use hearing aids with disposable batteries and depend on an adult to change them. Present levels in fine motor skills and in reading the tester decide fit.
- Baseline
- Watch the student change a battery on three occasions and mark each step. Keep small batteries away from young children who put objects in their mouths.
- Tips
- Store used batteries safely; button batteries are dangerous if swallowed. Students with fine motor needs may use a battery magnet tool.
- Limits
- Rechargeable devices need a charging routine instead. 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-005.
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Goal
By the annual IEP review date, during the morning device check, with a battery tester and spare batteries, the student will test the battery, and if it is low, take out the old one, add a new one with the correct side up, and close the door, performing all 7 steps independently, on 4 of 5 consecutive checks, as measured by a task-analysis checklist collected daily during the device check.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 steps independently.
- Annual goal391 characters
- By the annual IEP review date, during the morning device check, with a battery tester and spare batteries, the student will test the battery, and if it is low, take out the old one, add a new one with the correct side up, and close the door, performing all 7 steps independently, on 4 of 5 consecutive checks, as measured by a task-analysis checklist collected daily during the device check.
- Timeframe
- By the annual IEP review date
- Condition
- During the morning device check, with a battery tester and spare batteries
- Behavior
- The student will test the battery, and if it is low, take out the old one, add a new one with the correct side up, and close the door
- Criteria
- Performing all 7 steps independently, on 4 of 5 consecutive checks
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during the device check
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive checks
- Collection schedule:
- daily during the device check
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the morning device check, with a battery tester and spare batteries, the student will test the battery, and if it is low, take out the old one, add a new one with the correct side up, and close the door, performing all 7 steps independently, on 4 of 5 consecutive checks, as measured by a task-analysis checklist collected daily during the device check.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Open the battery door | ||||||||
| 2. Place the battery on the tester and read the result | ||||||||
| 3. Remove the old battery and put it in the used-battery container | ||||||||
| 4. Peel the tab off a new battery and wait a minute | ||||||||
| 5. Place the new battery with the flat side up as marked | ||||||||
| 6. Close the battery door | ||||||||
| 7. Check that the device is working (such as by listening or by an adult's check) | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.