Noise Sensitivity IEP goals

• PK, K-2Opportunities

  Signal when a room is too loud

  Using noise-reducing headphones in loud places

  By the annual IEP review date, during loud classroom times such as music, clean-up or free play, the student will signal too loud using a word, sign, symbol card or the ear-cover gesture taught as their signal, and accept the headphones or quiet spot an adult offers with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily during loud times.

  CustomizeCopy goalCopied
• K-2, 3-5Opportunities

  Put on headphones before a loud event

  Using noise-reducing headphones in loud places

  By the annual IEP review date, before going into a scheduled loud event such as an assembly, a pep rally, gym class or a class party, the student will get their headphones from the agreed spot and put them on before entering the loud space with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each scheduled loud event.

  CustomizeCopy goalCopied

See all 40 sensory processing & regulation goals

• PK, K-2Opportunities

  Ask for headphones, a seat cushion, or another comfort tool

  Asking for a comfort or sensory tool

  By the annual IEP review date, during group activities, meals, or noisy times when their comfort tools are kept in view but out of reach, the student will ask an adult for a comfort tool by saying, signing, pointing to its picture, or handing over its card independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during group and meal routines.

  CustomizeCopy goalCopied

See all 50 self-advocacy goals

• 9-12Latency

  Start a sensory plan when a job site gets loud

  Managing sensory overload at a job site

  By the annual IEP review date, at a job or work-based learning site when the noise or crowd level rises (such as a delivery, a lunch rush, or machinery starting), the student will start their sensory plan by putting on noise-reducing headphones, moving to a quieter work spot agreed on with the supervisor, or asking for a short break independently within 30 seconds, across 4 consecutive observed noise events, as measured by latency recording collected at each job site session.

  CustomizeCopy goalCopied

See all 75 emotional regulation goals

• 3-5, 6-8, 9-12Opportunities

  Request a quieter space when noise becomes too much

  Requesting a quieter space

  By the annual IEP review date, during a loud classroom period (group work, indoor recess) when the student shows a defined sign of overload (covering ears, rocking, raised voice), the student will independently request the quieter space or headphones using the taught phrase or pass before shouting, covering ears for more than 30 seconds, or leaving without telling an adult in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed sign of overload, summarized every 2 weeks.

  CustomizeCopy goalCopied

See all 65 replacement behaviors goals

• 6-8, 3-5, 9-12Duration

  Use noise-reducing headphones during work time

  Attention in a noisy room

  By the annual IEP review date, during independent work in a classroom where other groups are talking, the student will put on noise-reducing headphones when the room gets loud and continue the assigned work independently for at least 20 minutes, on 4 of 5 observed work periods, as measured by duration recording collected twice per week.

  CustomizeCopy goalCopied

See all 50 sustained attention & task engagement goals

• K-2, PK, 3-5Duration

  Stay with the group for lunch

  Mealtime social routines

  By the annual IEP review date, during the school lunch period, seated at the class table, the student will stay at the table area until the group is dismissed, eating, talking or resting independently for at least 15 minutes, on 4 of 5 observed days, as measured by duration recording collected daily at lunch.

  CustomizeCopy goalCopied

See all 35 feeding & mealtime skills goals

• 3-5, 6-8Task-analysis steps

  Run a stick vacuum under classroom tables

  Sweeping, mopping and vacuuming

  By the annual IEP review date, at the end of the day as their assigned classroom job, the student will push in or stack the chairs, vacuum under each table in rows, empty the bin, and put the vacuum on its charger, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at the end of the day.

  CustomizeCopy goalCopied

See all 20 household skills & chores goals