Respond to a refused request by asking when or proposing an alternative
When to use this goal
For students who stop asking after one "no," or who argue or escalate instead of negotiating. Base the choice on observation across adults. This is a self-advocacy skill: the student keeps their request alive in a way adults can work with.
- Baseline
- Record 5 or more refusals (natural or role-played) and code the student's response: acknowledges and asks again later, proposes an alternative, repeats the same request, argues, or escalates. Note which adults and which kinds of requests lead to the hardest responses.
- Tips
- Score correct when, within 30 seconds of the refusal, the student makes an acknowledging statement and then asks a when-question or offers a different option, without raising their voice, repeating the original request more than once, or leaving. Adults should say yes to reasonable alternatives often enough that negotiating pays off. This goal measures the student's response; adults should still explain refusals when they can.
- Limits
- Natural refusals vary in stakes; record the request so data can be interpreted. Role-play may not transfer to high-stakes refusals. Not appropriate when the refusal involves safety or a rule that cannot be negotiated, which should be practiced separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-017.
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Goal
By the annual IEP review date, when an adult says no to a request (such as to use the computer, to sit elsewhere, to change an assignment), the student will accept the refusal with a short acknowledgment and then ask when they can have it or propose an alternative (such as "Okay. Can I use it after math?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through role-play probes and observed refusals.
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 Self-Advocacy.
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 - Self-Advocacy
- Baseline
- 1 of 5 opportunities.
- Annual goal495 characters
- By the annual IEP review date, when an adult says no to a request (such as to use the computer, to sit elsewhere, to change an assignment), the student will accept the refusal with a short acknowledgment and then ask when they can have it or propose an alternative (such as "Okay. Can I use it after math?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through role-play probes and observed refusals.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult says no to a request (such as to use the computer, to sit elsewhere, to change an assignment)
- Behavior
- The student will accept the refusal with a short acknowledgment and then ask when they can have it or propose an alternative (such as "Okay. Can I use it after math?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly through role-play probes and observed refusals
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 weeks
- Collection schedule:
- weekly through role-play probes and observed refusals
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult says no to a request (such as to use the computer, to sit elsewhere, to change an assignment), the student will accept the refusal with a short acknowledgment and then ask when they can have it or propose an alternative (such as "Okay. Can I use it after math?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through role-play probes and observed refusals.
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.