Say no to a request or offer with a reason or alternative
When to use this goal
For students who refuse by walking away, pushing, or going silent, or who go along with things they do not want because they have no words to decline. Base the choice on observation and family input. Declining is a right; the goal gives a clear way to do it.
- Baseline
- Set up five offers of non-preferred items in a game and record how the student declines (words, gesture, pushing, leaving, or accepting anyway). Ask the family and teacher how the student says no at home and in class. Make sure declining works: the item is removed when the student says no.
- Tips
- Each offer or request the student does not want is one opportunity. Score correct when the student declines with a message, in any mode, instead of a physical or silent refusal; the reason or alternative is required only when the behavior includes it. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. Adults must honor the no, or the skill will not be used. Never score refusals of things the student has a right to refuse as noncompliance.
- Limits
- Planned offers in a game are easier than refusing a friend's real request. The goal does not address negotiation or conflict (see conflict resolution). Some students decline too rarely because of past experiences; build trust first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-015.
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Goal
By the annual IEP review date, when a peer or adult offers an item, food, or activity the student does not want, the student will decline with words, sign, or an AAC message (such as "No thanks," "Not right now," "I don't like that") and, when asked, give a reason or an alternative independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
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 Pragmatic Language.
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 - Pragmatic Language
- Baseline
- 1 of 5 opportunities.
- Annual goal475 characters
- By the annual IEP review date, when a peer or adult offers an item, food, or activity the student does not want, the student will decline with words, sign, or an AAC message (such as "No thanks," "Not right now," "I don't like that") and, when asked, give a reason or an alternative independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer or adult offers an item, food, or activity the student does not want
- Behavior
- The student will decline with words, sign, or an AAC message (such as "No thanks," "Not right now," "I don't like that") and, when asked, give a reason or an alternative independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and weekly in class
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 therapy sessions
- Collection schedule:
- during each therapy session and weekly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a peer or adult offers an item, food, or activity the student does not want, the student will decline with words, sign, or an AAC message (such as "No thanks," "Not right now," "I don't like that") and, when asked, give a reason or an alternative independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
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.