Form questions and negatives with do and did
When to use this goal
For students who form questions and negatives without the helping verb do ("You like it?", "They not like it") in contexts where their dialect uses it. Do-support is a later grammar step than is and are. Base the choice on a language sample and structured probes, and confirm dialect with the family.
- Baseline
- Probe 10 items (half questions, half negatives) and record exact responses. Note which forms are missing: do, does, did, or all three. Ask the family which forms are typical at home; forms that follow the student's dialect are not errors.
- Tips
- Forms that follow the student's home dialect are not errors and must not be targeted; confirm with the family before choosing this structure. Score correct when the do form matches the subject and tense the student's dialect requires. Mix question and negative trials within each session. The guessing game offers many natural questions and works well with peers.
- Limits
- Structured prompts give the context to the student; check spontaneous use in a language sample before ending the goal. Does not cover wh- questions (sl-syn-017) or modal verbs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-035.
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Goal
By the annual IEP review date, given 10 picture prompts that require a question or a negative sentence with do, does, or did, the student will produce questions and negative sentences with do, does, or did matched to the subject and tense independently with at least 80% accuracy on questions and negatives requiring do-support, 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 goal453 characters
- By the annual IEP review date, given 10 picture prompts that require a question or a negative sentence with do, does, or did, the student will produce questions and negative sentences with do, does, or did matched to the subject and tense independently with at least 80% accuracy on questions and negatives requiring do-support, 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 prompts that require a question or a negative sentence with do, does, or did
- Behavior
- The student will produce questions and negative sentences with do, does, or did matched to the subject and tense independently
- Criteria
- With at least 80% accuracy on questions and negatives requiring do-support, 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 questions and negatives requiring do-support
- 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 prompts that require a question or a negative sentence with do, does, or did, the student will produce questions and negative sentences with do, does, or did matched to the subject and tense independently with at least 80% accuracy on questions and negatives requiring do-support, 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.