Book an audiology appointment and order supplies
When to use this goal
For students 16 to 21 preparing to manage their own hearing care after school ends. Present levels in phone or online scheduling and in knowing their device details decide fit.
- Baseline
- Ask the student to book a practice appointment and mark each step. Ask the family which steps the student already does.
- Tips
- Plan with the family; real appointments involve insurance and consent. Practice portals work well before real use.
- Limits
- Insurance and payment are outside this goal. 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-027.
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Goal
By the annual IEP review date, given a need for a hearing test, earmold, repair, or supplies, with the clinic's phone line or online portal, the student will contact the clinic, give their information, book the appointment or order supplies, and record the details, performing all 6 steps independently, on 3 consecutive opportunities, as measured by a task-analysis checklist collected monthly.
Baseline: 1 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
- 1 of 6 steps independently.
- Annual goal395 characters
- By the annual IEP review date, given a need for a hearing test, earmold, repair, or supplies, with the clinic's phone line or online portal, the student will contact the clinic, give their information, book the appointment or order supplies, and record the details, performing all 6 steps independently, on 3 consecutive opportunities, as measured by a task-analysis checklist collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a need for a hearing test, earmold, repair, or supplies, with the clinic's phone line or online portal
- Behavior
- The student will contact the clinic, give their information, book the appointment or order supplies, and record the details
- Criteria
- Performing all 6 steps independently, on 3 consecutive opportunities
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly
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 3 consecutive opportunities
- Collection schedule:
- monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a need for a hearing test, earmold, repair, or supplies, with the clinic's phone line or online portal, the student will contact the clinic, give their information, book the appointment or order supplies, and record the details, performing all 6 steps independently, on 3 consecutive opportunities, as measured by a task-analysis checklist collected monthly.
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. Find the clinic or supplier contact information | ||||||||
| 2. Contact the clinic by relay call, email, or portal | ||||||||
| 3. Give their name, date of birth, and device model | ||||||||
| 4. Explain the need (test, repair, earmold, supplies) | ||||||||
| 5. Choose a date or confirm the order | ||||||||
| 6. Add the appointment or delivery to their calendar | ||||||||
| 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.