Say no, not, and don't in sentences
When to use this goal
For preschool students who say "no" alone or shake their head but do not yet put negation inside a sentence ("not that one", "I don't want it", "It's not broken"). Base the choice on a play-based language sample.
- Baseline
- Record two play routines with built-in mistakes and offers, and tally every negative phrase of two or more words. Note the forms (no plus word, not, don't, can't). A single "no" is noted but not counted.
- Tips
- Count every two-word-or-longer negative phrase. Early forms ("no go", "me not want") count at this level. Silly mistakes make saying no fun and give many chances. Respect real refusals: a student who uses negation to stop an activity is communicating, and the adult honors it.
- Limits
- Counts depend on the activity. Adult-like negative sentences with do-support are a later goal (sl-syn-015, sl-syn-035).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-043.
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Goal
By the annual IEP review date, during a 10-minute silly-mistakes play routine in which the adult does things wrong (puts a hat on a foot, offers the wrong toy), the student will use not, don't, can't, or no inside a phrase or sentence to reject, deny, or say something is missing (such as "Not on foot" or "I don't want that") independently at least 6 times per 10-minute play routine, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.
Baseline: 1 times per 10-minute play routine.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 1 times per 10-minute play routine.
- Annual goal475 characters
- By the annual IEP review date, during a 10-minute silly-mistakes play routine in which the adult does things wrong (puts a hat on a foot, offers the wrong toy), the student will use not, don't, can't, or no inside a phrase or sentence to reject, deny, or say something is missing (such as "Not on foot" or "I don't want that") independently at least 6 times per 10-minute play routine, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 10-minute silly-mistakes play routine in which the adult does things wrong (puts a hat on a foot, offers the wrong toy)
- Behavior
- The student will use not, don't, can't, or no inside a phrase or sentence to reject, deny, or say something is missing (such as "Not on foot" or "I don't want that") independently
- Criteria
- At least 6 times per 10-minute play routine, across 3 consecutive weekly samples
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 6 times per 10-minute play routine
- Mastery rule:
- across 3 consecutive weekly samples
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 10-minute silly-mistakes play routine in which the adult does things wrong (puts a hat on a foot, offers the wrong toy), the student will use not, don't, can't, or no inside a phrase or sentence to reject, deny, or say something is missing (such as "Not on foot" or "I don't want that") independently at least 6 times per 10-minute play routine, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 10-minute play routine.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.