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Hearing Technology Self-Management IEP goals

Hearing technology goals are often written for students who are deaf or hard of hearing and use hearing aids, cochlear implants, or a remote microphone system. They teach the student to own their equipment: doing a daily listening check, charging and changing batteries, handing the remote microphone to the speaker, troubleshooting and reporting problems, using captions and relay apps, and explaining their own hearing. Measure daily checks and troubleshooting with a task analysis, and real moments like handing off the microphone or asking for repetition with opportunities.

30 templates · How we write and review goals

Sample hearing technology self-management goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • PK, K-2Opportunities

    Tell an adult a hearing device is off

    Reporting a device that is off

    By the annual IEP review date, when a hearing aid or processor falls off, stops working, or is switched off during the preschool day, the student will tell or show an adult that the device is off, using words, a sign, a gesture, or a picture card independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily and reviewed weekly.

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  • PK, K-2Task-analysis steps

    Put on hearing aids or a processor

    Putting devices on

    By the annual IEP review date, at arrival or after nap, with the device and its case at the child's spot, the student will take the device from the case, place it on the correct ear, and seat the earmold or coil, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily during arrival.

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  • PK, K-2Opportunities

    Respond to Ling sounds in the morning check

    Daily listening check

    By the annual IEP review date, during the daily device check, given each Ling sound spoken at a normal voice level at about 3 feet with the speaker's mouth covered, the student will show they heard each sound with a play response (such as dropping a block in a bucket) or by repeating it independently in at least 6 of 7 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily during the device check.

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  • K-2, 3-5Task-analysis steps

    Store devices in a drying kit

    Device storage

    By the annual IEP review date, at dismissal or before swim or water play, with the device case and drying kit in the student's bag, the student will take off the device, open the battery door or turn it off, and place it in the drying kit, performing all 5 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily at dismissal.

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  • K-2, 3-5Task-analysis steps

    Test and change a hearing aid battery

    Changing batteries

    By the annual IEP review date, during the morning device check, with a battery tester and spare batteries, the student will test the battery, and if it is low, take out the old one, add a new one with the correct side up, and close the door, performing all 7 steps independently, on 4 of 5 consecutive checks, as measured by a task-analysis checklist collected daily during the device check.

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  • K-2, 3-5Opportunities

    Remind the teacher to turn on the microphone

    Remote microphone use

    By the annual IEP review date, at the start of a lesson when the teacher begins talking without the remote microphone on, the student will tell or sign to the teacher that the microphone is off or not being worn independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly.

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  • K-2, 3-5Percent accuracy

    Name what is wrong with a hearing device

    Naming device problems

    By the annual IEP review date, given a practice device or pictures showing common problems (dead battery, whistling, earmold blocked, cable loose, device off), the student will name or sign the problem (such as dead battery, whistling, or no sound) and the part involved independently with at least 80% accuracy on device problems named correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • K-2, 3-5Opportunities

    Ask for a repeat when something was missed

    Requesting repetition

    By the annual IEP review date, during whole-group and small-group lessons when the student misses a direction or a question, the student will ask the speaker to repeat or say it another way, in speech or sign independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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  • K-2, 3-5Opportunities

    Take devices off for water and rough play

    Protecting devices

    By the annual IEP review date, before swimming, water play, sprinklers, or a rainy-day outdoor activity, the student will take off the device or put on the protective band and store the device in the case before starting independently in 4 of 4 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly.

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  • 3-5, 6-8Task-analysis steps

    Do a daily self-check of hearing devices

    Daily self-check

    By the annual IEP review date, at arrival each day, with the device, a battery tester or charge indicator, and a cleaning cloth, the student will check the battery, the earmold or coil, and the sound, and report any problem to the teacher of the deaf, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.

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  • 3-5, 6-8Opportunities

    Hand the remote microphone to a new speaker

    Handing off the remote microphone

    By the annual IEP review date, when a guest speaker, specials teacher, or substitute is about to talk to the class, the student will bring the remote microphone to the speaker, ask them to wear it, and show where to clip it independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected weekly.

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  • 3-5, 6-8Task-analysis steps

    Troubleshoot a hearing aid with a checklist

    Troubleshooting hearing aids

    By the annual IEP review date, when the student's hearing aid is dead, weak, whistling, or sounds distorted, the student will work through the troubleshooting checklist, try each fix in order, and report the result, performing all 6 steps independently, on 4 consecutive practice or real problems, as measured by a task-analysis checklist collected weekly and whenever a real problem occurs.

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18 more hearing technology self-management templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What hearing technology self-management involves

  • Doing a daily listening check, such as the Ling six sound check
  • Charging, changing batteries, and caring for devices
  • Handing the remote microphone to the speaker in class and groups
  • Troubleshooting a device and telling an adult when it is not working
  • Explaining their own hearing and audiogram
  • Using captions and relay apps, and asking for repetition or seating

Baseline and measurement considerations

  • Take a baseline with the teacher of the deaf or educational audiologist on which steps of the daily check the student does now.
  • Score the daily check and troubleshooting as a task analysis with each step marked.
  • Count opportunities for handing off the remote microphone, such as each new speaker in a lesson.
  • Count opportunities to report a device problem or ask for repetition, using planned checks and real moments.
  • The teacher of the deaf leads data; classroom teachers can log microphone hand-offs and requests.

Progress-monitoring methods used in these templates

  • Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.
  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Direct observation: An adult observes and records the defined behavior during a specified activity.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.
  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.
  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.

Common mistakes when writing hearing technology self-management goals

  • Writing a goal about wearing the device for longer; write about checking, reporting, and getting access instead.
  • Leaving device checks to adults every day, so the student never learns to troubleshoot.
  • Measuring with percent accuracy when the skill is a routine of steps.
  • Leaving out captions and relay apps, which matter more as students get older.
  • Not planning for days the device is broken; log device status so data stay fair.

Frequently asked questions

How do I write an IEP goal for hearing aid management?

Score the student's daily routine. For example: on arrival, the student will check hearing aid batteries, do a listening check, and tell an adult about any problem, completing 5 of 5 steps independently on 4 of 5 days. The teacher of the deaf sets the steps.

Are communication needs part of the IEP for deaf or hard of hearing students?

Yes. Under 34 CFR 300.324(a)(2)(iv), the team must consider the communication needs of a student who is deaf or hard of hearing, including chances for direct communication with peers and staff in the student's language and mode. The team also considers whether the student needs assistive technology.

What is a good hearing technology goal for high school?

Explaining their own hearing and what helps, setting up captions, and handing the remote microphone to new speakers fit older students. These skills carry into college and work.

How often should I collect data on hearing technology goals?

Daily for the morning check, since it happens every day. Microphone hand-offs and requests can be logged a few times a week.

References

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