Refuse an unwanted item clearly
When to use this goal
For children who refuse by crying, dropping, or throwing items, or who accept everything without signaling. Refusing is a real communication function that every child needs. Present levels decide fit.
- Baseline
- Offer 10 non-preferred items across a few days (foods, toys, activities the family says the student dislikes). Record the student's form of refusal and the cue level. Do not offer anything the student finds upsetting to see a reaction.
- Tips
- Honor every clear refusal by taking the item away; this is what makes the form worth using. Accept any calm form the student chooses. Refusals of required care routines are handled by offering a choice or a short wait, not by ignoring the no.
- Limits
- This goal adds a clear way to say no; it does not aim to reduce how often the student refuses. If refusal is tied to sensory or medical needs, plan with the team and family. Not a behavior reduction goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-020.
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Goal
By the annual IEP review date, during snack, when the partner offers a food the student does not want, the student will refuse the unwanted item or activity by pushing it away gently, shaking their head, signing or saying "no", or touching a no symbol independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
Baseline: 2 of 10 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 Early 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 - Early Communication
- Baseline
- 2 of 10 opportunities.
- Annual goal428 characters
- By the annual IEP review date, during snack, when the partner offers a food the student does not want, the student will refuse the unwanted item or activity by pushing it away gently, shaking their head, signing or saying "no", or touching a no symbol independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
- Timeframe
- By the annual IEP review date
- Condition
- During snack, when the partner offers a food the student does not want
- Behavior
- The student will refuse the unwanted item or activity by pushing it away gently, shaking their head, signing or saying "no", or touching a no symbol independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during snack or play
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily during snack or play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during snack, when the partner offers a food the student does not want, the student will refuse the unwanted item or activity by pushing it away gently, shaking their head, signing or saying "no", or touching a no symbol independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
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 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.