Use an assistive listening system at a venue
When to use this goal
For students with hearing aids or implants that have a telecoil or streaming option, who go to theaters, places of worship, museums, or lectures with hearing loops or receivers. Present levels in device programs and in asking staff decide fit.
- Baseline
- Plan two outings and mark each step. Check with the audiologist that the telecoil program is turned on.
- Tips
- Many public places are required to offer these systems, but staff often do not know where the receivers are. Captioning devices at theaters are another option to teach.
- Limits
- Systems are not always working. 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-026.
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Goal
By the annual IEP review date, at a community venue or school auditorium with a hearing loop, FM, or infrared system, the student will ask staff about the listening system, get a receiver or switch to the telecoil program, and check the sound, performing all 5 steps independently, on 3 consecutive outings, as measured by a task-analysis checklist collected during each community outing.
Baseline: 1 of 5 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
- 1 of 5 steps independently.
- Annual goal388 characters
- By the annual IEP review date, at a community venue or school auditorium with a hearing loop, FM, or infrared system, the student will ask staff about the listening system, get a receiver or switch to the telecoil program, and check the sound, performing all 5 steps independently, on 3 consecutive outings, as measured by a task-analysis checklist collected during each community outing.
- Timeframe
- By the annual IEP review date
- Condition
- At a community venue or school auditorium with a hearing loop, FM, or infrared system
- Behavior
- The student will ask staff about the listening system, get a receiver or switch to the telecoil program, and check the sound
- Criteria
- Performing all 5 steps independently, on 3 consecutive outings
- Evaluation method
- A task-analysis checklist
- Schedule
- During each community outing
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 5 steps independently
- Mastery rule:
- on 3 consecutive outings
- Collection schedule:
- during each community outing
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a community venue or school auditorium with a hearing loop, FM, or infrared system, the student will ask staff about the listening system, get a receiver or switch to the telecoil program, and check the sound, performing all 5 steps independently, on 3 consecutive outings, as measured by a task-analysis checklist collected during each community outing.
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. Look for the listening system symbol or ask staff | ||||||||
| 2. Request a receiver and neckloop or headset, if needed | ||||||||
| 3. Switch their device to the telecoil or listening program | ||||||||
| 4. Check the sound before the event and adjust the volume | ||||||||
| 5. Return the receiver after the event | ||||||||
| 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: 5 of 5).
- 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.