Do a daily self-check of hearing devices
When to use this goal
For students who use hearing aids or a processor and rely on an adult for the daily check. Present levels in device knowledge decide how many steps the student owns.
- Baseline
- Observe the self-check on three days and mark each step. Compare the student's report with an adult listening check to see if it is accurate.
- Tips
- The adult listening check with a stethoscope continues for younger students; this goal adds the student's part. Keep spare parts at school.
- Limits
- Students may not notice small changes in sound. 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-010.
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Goal
By the annual IEP review date, at arrival each day, with the device, a battery tester or charge indicator, and a cleaning cloth, the student will check the battery, the earmold or coil, and the sound, and report any problem to the teacher of the deaf, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
Baseline: 2 of 6 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 6 steps independently.
- Annual goal388 characters
- By the annual IEP review date, at arrival each day, with the device, a battery tester or charge indicator, and a cleaning cloth, the student will check the battery, the earmold or coil, and the sound, and report any problem to the teacher of the deaf, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
- Timeframe
- By the annual IEP review date
- Condition
- At arrival each day, with the device, a battery tester or charge indicator, and a cleaning cloth
- Behavior
- The student will check the battery, the earmold or coil, and the sound, and report any problem to the teacher of the deaf
- Criteria
- Performing all 6 steps independently, on 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at arrival
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 6 steps independently
- Mastery rule:
- on 5 consecutive school days
- Collection schedule:
- daily at arrival
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at arrival each day, with the device, a battery tester or charge indicator, and a cleaning cloth, the student will check the battery, the earmold or coil, and the sound, and report any problem to the teacher of the deaf, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
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. Check the battery with the tester or the charge light | ||||||||
| 2. Look at the earmold and tubing for wax, moisture, or cracks, or check the processor cable and coil | ||||||||
| 3. Clean the earmold or device with the cloth | ||||||||
| 4. Put the device on and check that it sits right | ||||||||
| 5. Listen to their own voice or a known sound to check sound quality | ||||||||
| 6. Report any problem to the teacher of the deaf or classroom teacher | ||||||||
| 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: 6 of 6).
- 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.