Put on headphones before a loud event
When to use this goal
For students who use noise-reducing headphones but wait until the noise has already overwhelmed them, or who need an adult to hand and put on the headphones. For predictable loud events, decided by present levels.
- Baseline
- List the predictable loud events in a typical week and record for each whether the student put headphones on before, after the noise started, or not at all. Check where the headphones are kept; a backpack in the hall is too far.
- Tips
- Headphones are a valid support for as long as the student wants them; this goal is about using them in time, not about stopping. Give the student a set that stays at school.
- Limits
- Unplanned noises need a different response (see the sudden-sound template). Headphones do not fix every sensory load; lights and crowds may matter too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-003.
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Goal
By the annual IEP review date, before going into a scheduled loud event such as an assembly, a pep rally, gym class or a class party, the student will get their headphones from the agreed spot and put them on before entering the loud space with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each scheduled loud event.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Sensory Processing & Regulation.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Sensory Processing & Regulation
- Baseline
- 1 of 5 opportunities.
- Annual goal397 characters
- By the annual IEP review date, before going into a scheduled loud event such as an assembly, a pep rally, gym class or a class party, the student will get their headphones from the agreed spot and put them on before entering the loud space with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each scheduled loud event.
- Timeframe
- By the annual IEP review date
- Condition
- Before going into a scheduled loud event such as an assembly, a pep rally, gym class or a class party
- Behavior
- The student will get their headphones from the agreed spot and put them on before entering the loud space with no adult prompts
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- At each scheduled loud event
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- at each scheduled loud event
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, before going into a scheduled loud event such as an assembly, a pep rally, gym class or a class party, the student will get their headphones from the agreed spot and put them on before entering the loud space with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each scheduled loud event.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.