Name what is wrong with a hearing device
When to use this goal
For young students who know a device is not working but cannot yet say why, so adults spend time guessing. Present levels in vocabulary (spoken or signed) for device parts decide fit.
- Baseline
- Present each of five common problems twice with pictures or a practice device and record the student's description. Ask families which problems happen most at home.
- Tips
- Teach words or signs for the parts first (battery, earmold, tube, coil, cable). Praise clear reports even when the guess is wrong.
- Limits
- Practice scenarios are easier than real problems; also log real moments. 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-007.
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Goal
By the annual IEP review date, given a practice device or pictures showing common problems (dead battery, whistling, earmold blocked, cable loose, device off), the student will name or sign the problem (such as dead battery, whistling, or no sound) and the part involved independently with at least 80% accuracy on device problems named correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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 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
- 30% accuracy.
- Annual goal449 characters
- By the annual IEP review date, given a practice device or pictures showing common problems (dead battery, whistling, earmold blocked, cable loose, device off), the student will name or sign the problem (such as dead battery, whistling, or no sound) and the part involved independently with at least 80% accuracy on device problems named correctly, 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 practice device or pictures showing common problems (dead battery, whistling, earmold blocked, cable loose, device off)
- Behavior
- The student will name or sign the problem (such as dead battery, whistling, or no sound) and the part involved independently
- Criteria
- With at least 80% accuracy on device problems named correctly, 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 80% accuracy on device problems named correctly
- 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 practice device or pictures showing common problems (dead battery, whistling, earmold blocked, cable loose, device off), the student will name or sign the problem (such as dead battery, whistling, or no sound) and the part involved independently with at least 80% accuracy on device problems named correctly, 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.