Give the opposite of a word
When to use this goal
For students who do not yet contrast basic concept pairs (big and little, hot and cold, fast and slow), which directions and early texts rely on. Base the choice on a basic concepts assessment.
- Baseline
- Probe 20 concept pairs across size, temperature, position, speed, quantity, and feelings. Record whether the student gives the opposite, a negation ("not big"), or an unrelated word. Check receptive knowledge by asking the student to point to "the one that is not big."
- Tips
- Score correct when the word is a true opposite; a negation ("not hot") shows the concept but is recorded as partial, and the SLP decides whether to teach the antonym directly. Use sentence completion for young students, because it gives context. Accept any mode and any correct antonym ("little" or "small").
- Limits
- Many words have no single opposite, so keep items to clear concept pairs. Antonym production depends on knowing both words; a low score can reflect vocabulary gaps rather than the concept of opposites.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-013.
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Goal
By the annual IEP review date, given 10 spoken words with everyday opposites (such as big, up, hot, open), the student will say the opposite of each word independently with at least 85% accuracy on antonym items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Vocabulary & Semantics.
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 - Vocabulary & Semantics
- Baseline
- 30% accuracy.
- Annual goal337 characters
- By the annual IEP review date, given 10 spoken words with everyday opposites (such as big, up, hot, open), the student will say the opposite of each word independently with at least 85% accuracy on antonym items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken words with everyday opposites (such as big, up, hot, open)
- Behavior
- The student will say the opposite of each word independently
- Criteria
- With at least 85% accuracy on antonym items, across 3 consecutive therapy 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on antonym items
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken words with everyday opposites (such as big, up, hot, open), the student will say the opposite of each word independently with at least 85% accuracy on antonym items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.