Say not and don't on the device
When to use this goal
For young students who protest with stop or no (sl-aac-018) but cannot yet say what is wrong, such as "not that one", "don't like", or "not fair". Negation words on the core page let a student reject, deny, and correct. Base the choice on observation, not age.
- Baseline
- Set up six playful mistakes and record how the student responds: a negation word, no or stop, a gesture or vocalization, a challenging behavior, or nothing. Every clear refusal is honored during baseline.
- Tips
- Each set-up mistake or real disagreement is one opportunity, scored independent when the student uses not or don't on the device. Honor every refusal in any mode at once. Keep the set-ups light and funny; this is about saying "you got it wrong" with power.
- Limits
- Set-up mistakes can frustrate some students; keep them few and follow with the right item. The goal does not cover yes/no answering (sl-aac-004).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-040.
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Goal
By the annual IEP review date, during play or snack when a partner offers a wrong item or makes a silly mistake on purpose, the student will use not or don't with another word on the device to reject or correct (such as "not that" or "don't like") independently in at least 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 1 of 6 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 AAC & Augmentative 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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 1 of 6 opportunities.
- Annual goal412 characters
- By the annual IEP review date, during play or snack when a partner offers a wrong item or makes a silly mistake on purpose, the student will use not or don't with another word on the device to reject or correct (such as "not that" or "don't like") independently in at least 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During play or snack when a partner offers a wrong item or makes a silly mistake on purpose
- Behavior
- The student will use not or don't with another word on the device to reject or correct (such as "not that" or "don't like") independently
- Criteria
- In at least 4 of 6 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 6 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during play or snack when a partner offers a wrong item or makes a silly mistake on purpose, the student will use not or don't with another word on the device to reject or correct (such as "not that" or "don't like") independently in at least 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.