Form negative sentences with don't, isn't, and can't
When to use this goal
For students who negate by putting "no" or "not" in front of the sentence ("No he go," "Me not like it") instead of using the auxiliary and contraction. Forms that follow the student's home dialect are not errors and must not be targeted; confirm with the family before choosing this structure. Base the choice on a language sample.
- Baseline
- Elicit 20 negative contexts across present, past, and ability (can) and record the form used: external "no," "not" without an auxiliary, or auxiliary plus not. Gather dialect information, since some varieties use "ain't" and multiple negation as standard forms.
- Tips
- Score correct when the sentence contains an auxiliary (or modal) plus not, contracted or not, and the auxiliary fits the subject and time. "Ain't" and multiple negation are dialect forms and are not errors unless the family and SLP have agreed to target standard classroom English. Use pictures where the negation is obvious.
- Limits
- Negative contexts are easy to elicit but may not reflect how the student refuses or disagrees in real conversation. Several auxiliaries are involved, so the goal can be broad; narrow it to two or three forms if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-015.
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Goal
By the annual IEP review date, given 10 picture pairs in which one picture shows an action and the other shows it not happening, and asked to tell about the second picture, the student will form negative sentences with the auxiliary and not, including contractions (such as "She isn't running," "They don't have hats," "He can't reach") independently with at least 80% accuracy on negative sentence contexts, 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 goal533 characters
- By the annual IEP review date, given 10 picture pairs in which one picture shows an action and the other shows it not happening, and asked to tell about the second picture, the student will form negative sentences with the auxiliary and not, including contractions (such as "She isn't running," "They don't have hats," "He can't reach") independently with at least 80% accuracy on negative sentence contexts, 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 picture pairs in which one picture shows an action and the other shows it not happening, and asked to tell about the second picture
- Behavior
- The student will form negative sentences with the auxiliary and not, including contractions (such as "She isn't running," "They don't have hats," "He can't reach") independently
- Criteria
- With at least 80% accuracy on negative sentence contexts, 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 negative sentence contexts
- 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 picture pairs in which one picture shows an action and the other shows it not happening, and asked to tell about the second picture, the student will form negative sentences with the auxiliary and not, including contractions (such as "She isn't running," "They don't have hats," "He can't reach") independently with at least 80% accuracy on negative sentence contexts, 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.