Check hearing devices daily and report problems
When to use this goal
For students who wear hearing aids, cochlear implants, or use a remote microphone system and who need to take over daily checks (wearing them, checking batteries, connecting the microphone, reporting problems). Steps are adapted to age and the devices. Base the choice on the audiologist's and teacher of the deaf's input and a log of device issues.
- Baseline
- Log for one week which steps the student does without reminders and which an adult does. Adjust the steps to the actual devices and to what the audiologist wants the student to handle at this age. Note how often problems go unreported, which is the main risk.
- Tips
- Edit the steps to the student's devices; keep 4 to 8. Score each step independent when done without a reminder. Younger students may own only wearing and reporting; older students take over batteries and the microphone. Reporting problems is the most important step because an unreported dead battery means a day of missed instruction. Coordinate with the teacher of the deaf and audiologist.
- Limits
- Technology details change with each device; the checklist needs updating. Adults sometimes do steps for speed, which hides what the student can do. The template does not cover device fitting or medical care, which belong to the audiologist.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-019.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at arrival each day, with their hearing devices, a battery or charger, and the classroom remote microphone available, the student will complete the steps of their daily hearing device routine, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily.
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 Listening Comprehension & Auditory Processing.
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
- Speech & Language - Listening Comprehension & Auditory Processing
- Baseline
- 2 of 6 steps independently.
- Annual goal364 characters
- By the annual IEP review date, at arrival each day, with their hearing devices, a battery or charger, and the classroom remote microphone available, the student will complete the steps of their daily hearing device routine, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- At arrival each day, with their hearing devices, a battery or charger, and the classroom remote microphone available
- Behavior
- The student will complete the steps of their daily hearing device routine
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily
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:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at arrival each day, with their hearing devices, a battery or charger, and the classroom remote microphone available, the student will complete the steps of their daily hearing device routine, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily.
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. Put on or confirm wearing the hearing devices at arrival | ||||||||
| 2. Check that the devices are on and working (such as a listening check with an adult) | ||||||||
| 3. Check the battery or charge level and replace or report if low | ||||||||
| 4. Give the remote microphone to the teacher or confirm it is connected | ||||||||
| 5. Report any problem (no sound, feedback, discomfort) to an adult the same day | ||||||||
| 6. Put the devices and microphone in their charging place at dismissal | ||||||||
| 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.