Swap a processor battery and check the coil
When to use this goal
For students with a cochlear implant who rely on adults to change processor batteries and check the coil and cable. Present levels in fine motor skills and device knowledge decide fit.
- Baseline
- Watch three battery changes and mark each step. Use the steps for the student's processor model.
- Tips
- Keep spare batteries and a spare cable at school if the family and audiologist agree. Practice at calm times first.
- Limits
- Processor models differ; rewrite steps for the student's device. 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-017.
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Goal
By the annual IEP review date, when the processor shows a low-battery signal or stops working at school, the student will remove the processor, swap the battery, check the cable and coil, put it back on, and check that it works, performing at least 6 of 7 steps independently, on 4 consecutive checks, as measured by a task-analysis checklist collected weekly and at each real battery change.
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 goal392 characters
- By the annual IEP review date, when the processor shows a low-battery signal or stops working at school, the student will remove the processor, swap the battery, check the cable and coil, put it back on, and check that it works, performing at least 6 of 7 steps independently, on 4 consecutive checks, as measured by a task-analysis checklist collected weekly and at each real battery change.
- Timeframe
- By the annual IEP review date
- Condition
- When the processor shows a low-battery signal or stops working at school
- Behavior
- The student will remove the processor, swap the battery, check the cable and coil, put it back on, and check that it works
- Criteria
- Performing at least 6 of 7 steps independently, on 4 consecutive checks
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly and at each real battery change
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 at least 6 of 7 steps independently
- Mastery rule:
- on 4 consecutive checks
- Collection schedule:
- weekly and at each real battery change
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the processor shows a low-battery signal or stops working at school, the student will remove the processor, swap the battery, check the cable and coil, put it back on, and check that it works, performing at least 6 of 7 steps independently, on 4 consecutive checks, as measured by a task-analysis checklist collected weekly and at each real battery change.
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. Take off the processor and coil | ||||||||
| 2. Remove the used battery pack or batteries | ||||||||
| 3. Put in a charged battery or new batteries | ||||||||
| 4. Check the cable for damage and a firm connection | ||||||||
| 5. Put the processor back on and place the coil | ||||||||
| 6. Check that sound is coming through (by the status light or a sound check) | ||||||||
| 7. Put the used battery in the charger or used-battery container | ||||||||
| 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 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.