Turn adapted e-book pages with a switch
When to use this goal
For young students with significant motor needs who cannot turn paper pages and depend on an adult to move through a book. Present levels in activating a switch for a cause-and-effect toy or app decide fit.
- Baseline
- Work with the OT or AT specialist on switch type and position before baseline. Record each step independent, prompted or not done. Early switch hits during reading count as not yet waiting.
- Tips
- Free and low-cost book-making apps can turn any book into a switch book. The goal gives the student the same control of the book that peers have. Families can use the same e-books at home.
- Limits
- Switch success depends on positioning and fatigue; note both. The goal is book handling; it does not show attention to the words.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-015.
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Goal
By the annual IEP review date, during shared reading of an adapted e-book on a tablet with a single switch set to turn the page, the student will read through the adapted e-book with the switch, turning each page when the adult finishes reading, performing at least 4 of 5 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
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 Print Concepts & Early Literacy.
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
- Reading - Print Concepts & Early Literacy
- Baseline
- 1 of 5 steps independently.
- Annual goal389 characters
- By the annual IEP review date, during shared reading of an adapted e-book on a tablet with a single switch set to turn the page, the student will read through the adapted e-book with the switch, turning each page when the adult finishes reading, performing at least 4 of 5 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During shared reading of an adapted e-book on a tablet with a single switch set to turn the page
- Behavior
- The student will read through the adapted e-book with the switch, turning each page when the adult finishes reading
- Criteria
- Performing at least 4 of 5 steps independently, across 3 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 4 of 5 steps independently
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during shared reading of an adapted e-book on a tablet with a single switch set to turn the page, the student will read through the adapted e-book with the switch, turning each page when the adult finishes reading, performing at least 4 of 5 steps independently, across 3 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. Activate the switch to open the book from the cover | ||||||||
| 2. Wait while the adult reads the page | ||||||||
| 3. Activate the switch to turn to the next page after the reading ends | ||||||||
| 4. Keep turning through the middle pages without help | ||||||||
| 5. Activate the switch on the last page to show the end | ||||||||
| 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: 4 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.