Say stop, no, or all done instead of pushing, crying, or leaving
When to use this goal
For students who end or refuse activities through behavior (throwing, dropping to the floor, bolting) and need a communicative form that works just as fast. Base the choice on FBA information if any and the student's communication system. Differs from se-com-002 (break requests during demands) in that this targets refusing or ending items and activities.
- Baseline
- Using a staff and family list of non-preferred items and activities that reliably end, set up 5 opportunities and record the response: communicative protest, physical protest (pushing, throwing), crying, leaving, or acceptance. Note how quickly adults currently honor each kind of protest, since behavior that works fast will be hard to replace.
- Tips
- Score correct when a communicative protest occurs within 10 seconds of the offer or of the first sign of wanting to end, before any physical protest. Honor every communicative protest immediately, even when the activity must resume later; if an activity truly cannot stop, use a visual countdown rather than ignoring the protest. Write the goal with the SLP and, if there is an FBA, the behavior specialist.
- Limits
- Opportunities should be planned carefully so the student is not repeatedly offered things they dislike; keep trials short and mixed with preferred items. The goal measures the protest, not what adults do next; adult consistency is the main driver. Not a replacement for addressing why an activity is aversive.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-009.
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Goal
By the annual IEP review date, when offered an item or activity they do not want, or when an activity they want to end continues, the student will say, sign, or select "no," "stop," or "all done" directed to the adult independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack, centers, and small-group routines.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Functional Communication.
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
- Social-Emotional & Communication - Functional Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal420 characters
- By the annual IEP review date, when offered an item or activity they do not want, or when an activity they want to end continues, the student will say, sign, or select "no," "stop," or "all done" directed to the adult independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack, centers, and small-group routines.
- Timeframe
- By the annual IEP review date
- Condition
- When offered an item or activity they do not want, or when an activity they want to end continues
- Behavior
- The student will say, sign, or select "no," "stop," or "all done" directed to the adult independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during snack, centers, and small-group routines
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily during snack, centers, and small-group routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when offered an item or activity they do not want, or when an activity they want to end continues, the student will say, sign, or select "no," "stop," or "all done" directed to the adult independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack, centers, and small-group routines.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.