Listen to music on headphones at set volume
When to use this goal
For students who love music but need an adult to set up the device, choose a playlist, and fix the volume, or who play music aloud where it disturbs others. Present levels decide fit. Music listening is a real, age-matched leisure choice at any age.
- Baseline
- Observe the routine 3 or more times before setting a target. Mark each step as independent, done with a named prompt, or not done, and count only independent steps. Note which steps stop the activity from happening at all; teach those first.
- Tips
- Mark a safe volume level on the device with the family or audiologist. Score from observation. Let the student choose the music; only school content rules apply.
- Limits
- Device rules differ across schools; agree on them first. Does not measure how long the student listens.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-013.
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Goal
By the annual IEP review date, during free time or a break, with a school device or their own music player, the student will set up their music with headphones, choose what to play, and keep the volume at the marked level, performing at least 5 of 6 steps independently, across 4 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
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 Leisure & Recreation.
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
- Functional & Independence Skills - Leisure & Recreation
- Baseline
- 2 of 6 steps independently.
- Annual goal366 characters
- By the annual IEP review date, during free time or a break, with a school device or their own music player, the student will set up their music with headphones, choose what to play, and keep the volume at the marked level, performing at least 5 of 6 steps independently, across 4 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During free time or a break, with a school device or their own music player
- Behavior
- The student will set up their music with headphones, choose what to play, and keep the volume at the marked level
- Criteria
- Performing at least 5 of 6 steps independently, across 4 consecutive sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
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 5 of 6 steps independently
- Mastery rule:
- across 4 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during free time or a break, with a school device or their own music player, the student will set up their music with headphones, choose what to play, and keep the volume at the marked level, performing at least 5 of 6 steps independently, across 4 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
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. Gets the device and headphones | ||||||||
| 2. Plugs in or connects the headphones and puts them on | ||||||||
| 3. Opens the music app or player | ||||||||
| 4. Chooses a playlist, album, or station | ||||||||
| 5. Sets the volume to the marked level | ||||||||
| 6. When time is up, stops the music and puts the device and headphones away | ||||||||
| 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 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.