Auditory Skills (Deaf & Hard of Hearing) IEP goals for preschool (ages 3 to 5)
13 of the auditory skills (Deaf & hard of hearing) templates in the library are written for preschool (ages 3 to 5). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
13 templates · 1 skill · Pre-K · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
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.
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.
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.
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.
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.
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.
Preschool auditory skills (Deaf & hard of hearing) goals are measured inside daily routines rather than with worksheets, and the criteria are small: a few opportunities a day, a handful of steps, short periods of time. Conditions name the routine (circle, centers, snack) so any adult in the room can take the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
What do auditory skills (Deaf & hard of hearing) goals look like for preschool?
They describe a readiness or developmental skill performed during a classroom routine, with a criterion in opportunities or steps. The support level is written in, since most preschool goals start with prompting and fade it.
How often should preschool goals be measured?
A few opportunities on most days, recorded on a trial or task-analysis sheet. Short, frequent samples match how young children show skills.
Does a preschool IEP need the same parts as a school-age IEP?
Yes. Measurable annual goals, present levels, and progress reporting are required at every age under 34 CFR 300.320. Preschool IEPs may also address participation in appropriate activities rather than the general curriculum.
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