PKOpportunities
Show a response to everyday sounds
Detection: environmental sounds
By the annual IEP review date, during play and routines, when an everyday sound happens (such as a knock, a drum, a dog bark, or running water) out of the child's view, the student will show they heard the sound by stopping, turning, pointing to their ear, or saying or signing that they heard it independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
PKPercent accuracy
Detect speech sounds with a play response
Detection: speech sounds
By the annual IEP review date, given speech sounds (such as m, oo, ee, ah, sh, s) spoken at a normal voice level at 3 feet with the speaker's mouth covered, mixed with silent turns, the student will make the play response (such as putting a peg in a board) each time a sound is spoken and wait when there is no sound independently with at least 90% accuracy on sound and no-sound trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
PK, K-2Latency
Turn toward own name spoken from behind
Detection: own name
By the annual IEP review date, when an adult says the student's name at a normal voice level from behind, during quiet play, the student will turn toward the speaker or respond by voice or sign after their name is called independently within 3 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during play.
PK, K-2Percent accuracy
Tell long sounds from short sounds
Discrimination: duration and pattern
By the annual IEP review date, given pairs of sounds that differ in length or pattern (such as a long ahhh versus short bop bop bop) with the speaker's mouth covered, and two toys or pictures that stand for them, the student will choose the toy or picture that matches the sound pattern heard independently with at least 85% accuracy on sound patterns matched, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
PKPercent accuracy
Pick the toy that matches a sound heard
Identification: closed set of sounds
By the annual IEP review date, given 3 toys with their sounds taught (such as moo for a cow), with the speaker's mouth covered, the student will point to or pick up the toy that matches the sound heard independently with at least 85% accuracy on sounds identified in the set, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
PK, K-2Opportunities
Point to where a sound came from
Locating sound
By the annual IEP review date, given a sound played from one of two or three places around the child (such as left, right, or behind), out of view, the student will turn toward or point to the place the sound came from independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
PKOpportunities
Follow a familiar direction by listening
Comprehension: familiar directions
By the annual IEP review date, during daily routines, when an adult gives a familiar direction (such as get your coat or wash your hands) without signs or gestures, from beside the child, the student will carry out the direction they heard independently in at least 7 of 10 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during routines.
PK, K-2Opportunities
Start and stop moving with the music
Detection: sound onset and offset
By the annual IEP review date, during a freeze-dance or musical game, when the music stops and starts without visual cues, the student will stop moving when the music stops and start again when it starts independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by direct observation collected twice weekly.
PK, K-2Percent accuracy
Tell apart words with different syllable counts
Discrimination: syllable number
By the annual IEP review date, given 3 pictures of words with one, two, and three syllables, with the speaker's mouth covered, the student will point to the picture of the word heard independently with at least 85% accuracy on words chosen correctly, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
PK, K-2Opportunities
Point to pictures named in a shared book
Identification during shared reading
By the annual IEP review date, during shared book reading, when the adult names a picture on the page without pointing or signing, the student will point to the picture the adult named independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
PK, K-2Percent accuracy
Carry out a request with two key words
Comprehension: critical elements
By the annual IEP review date, given a set of objects that requires listening to two key words (such as big and little cups and spoons), with the speaker's mouth covered, the student will carry out the request using both key words heard independently with at least 80% accuracy on two-key-word requests completed, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
K-2, PKPercent accuracy
Hear the difference between vowel sounds in words
Discrimination: vowels
By the annual IEP review date, given 3 pictures of one-syllable words that differ only in the vowel, with the speaker's mouth covered, the student will point to the picture of the word heard independently with at least 85% accuracy on vowel contrasts, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.