Troubleshoot a hearing aid with a checklist
When to use this goal
For students who notice when a hearing aid stops working or sounds wrong and are ready to try simple fixes before calling an adult. Present levels in device parts and in naming problems decide fit.
- Baseline
- Set up three known problems on a practice device and mark each step. Also log real problems and what the student did.
- Tips
- Students should never take apart parts the audiologist has not shown them. Reporting is a required step even when the fix works.
- Limits
- Some problems need 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-012.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the student's hearing aid is dead, weak, whistling, or sounds distorted, the student will work through the troubleshooting checklist, try each fix in order, and report the result, performing all 6 steps independently, on 4 consecutive practice or real problems, as measured by a task-analysis checklist collected weekly and whenever a real problem occurs.
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 goal391 characters
- By the annual IEP review date, when the student's hearing aid is dead, weak, whistling, or sounds distorted, the student will work through the troubleshooting checklist, try each fix in order, and report the result, performing all 6 steps independently, on 4 consecutive practice or real problems, as measured by a task-analysis checklist collected weekly and whenever a real problem occurs.
- Timeframe
- By the annual IEP review date
- Condition
- When the student's hearing aid is dead, weak, whistling, or sounds distorted
- Behavior
- The student will work through the troubleshooting checklist, try each fix in order, and report the result
- Criteria
- Performing all 6 steps independently, on 4 consecutive practice or real problems
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly and whenever a real problem occurs
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 4 consecutive practice or real problems
- Collection schedule:
- weekly and whenever a real problem occurs
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the student's hearing aid is dead, weak, whistling, or sounds distorted, the student will work through the troubleshooting checklist, try each fix in order, and report the result, performing all 6 steps independently, on 4 consecutive practice or real problems, as measured by a task-analysis checklist collected weekly and whenever a real problem occurs.
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 that the device is switched on and on the right program | ||||||||
| 2. Test or replace the battery | ||||||||
| 3. Check the earmold and tubing for wax, water, or a kink | ||||||||
| 4. Reseat the earmold to stop whistling | ||||||||
| 5. Try the device again | ||||||||
| 6. Report what they tried and the result to the teacher of the deaf | ||||||||
| 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.