Use object and possessive pronouns in sentences
When to use this goal
For students who have subject pronouns but confuse object and possessive forms ("Give it to she," "That is hers book," "He hurt hisself"). Base the choice on a language sample. Forms that follow the student's home dialect are not errors and must not be targeted; confirm with the family before choosing this structure.
- Baseline
- Probe 10 contexts for each pronoun type (object, possessive adjective, possessive pronoun, reflexive) and record accuracy by type; most students need only one or two types targeted. Confirm subject pronouns are established (sl-syn-007). Gather dialect information, because some forms ("hisself") are dialectal.
- Tips
- List the pronoun types included in the goal in the condition. Score correct when the form matches the grammatical role and the referent. Reflexive pronouns (myself, himself, themselves) can be added as a final step for students who need them. Keep the barrier game materials varied so the student cannot memorize sentences.
- Limits
- Pronoun errors in conversation often relate to unclear referents rather than form; see sl-prag-005 for referencing. Elicited sentences overestimate spontaneous accuracy. Scoring several pronoun types in one probe can blur which type is improving; record by type.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-008.
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Goal
By the annual IEP review date, given 10 pictures that create contexts for object pronouns (such as "The girl is giving the ball to ___") or possessive pronouns ("The hat is ___"), the student will use the correct object pronoun (him, her, them) or possessive pronoun (his, her, their, mine, yours) in each sentence independently with at least 80% accuracy on obligatory contexts for object or possessive pronouns, 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 Grammar, Syntax & Morphology.
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 - Grammar, Syntax & Morphology
- Baseline
- 30% accuracy.
- Annual goal538 characters
- By the annual IEP review date, given 10 pictures that create contexts for object pronouns (such as "The girl is giving the ball to ___") or possessive pronouns ("The hat is ___"), the student will use the correct object pronoun (him, her, them) or possessive pronoun (his, her, their, mine, yours) in each sentence independently with at least 80% accuracy on obligatory contexts for object or possessive pronouns, 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 pictures that create contexts for object pronouns (such as "The girl is giving the ball to ___") or possessive pronouns ("The hat is ___")
- Behavior
- The student will use the correct object pronoun (him, her, them) or possessive pronoun (his, her, their, mine, yours) in each sentence independently
- Criteria
- With at least 80% accuracy on obligatory contexts for object or possessive pronouns, 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 80% accuracy on obligatory contexts for object or possessive pronouns
- 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 pictures that create contexts for object pronouns (such as "The girl is giving the ball to ___") or possessive pronouns ("The hat is ___"), the student will use the correct object pronoun (him, her, them) or possessive pronoun (his, her, their, mine, yours) in each sentence independently with at least 80% accuracy on obligatory contexts for object or possessive pronouns, 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.