Below is a general skill sequence for helping learners present vital personal information in the event they are lost or estranged from caregivers.

For many learners, the risk of elopement, or leaving a safe environment without notice, is a critical concern that poses severe safety hazards and causes emotional distress for both the individual and their caregivers. Ideally for learners who cannot easily communicate vocally, this skill area aims to serve as the initial step in a series of measures designed to address this significant issue. The focus is on equipping the learner with the ability to communicate that they are separated from their safe environment by presenting a safety card to potential helpers. The safety card serves as a tangible, easily accessible means of communication that can bridge the gap between the learner and the surrounding community, helping to alleviate some of the immediate risks associated with elopement. By establishing this fundamental skill, the stage is set for integrating additional safety goals, ultimately contributing to a more comprehensive strategy aimed at reducing the risks and anxieties associated with elopement.

Treatment Plan Goal Ideas

This is a list of treatment plan goals. These are different from the goals you will find in the skill sequence below. Your treatment plan goals encompass any number of goals from the skill sequence. Sometime they will include multiple goals from the sequence (”Learner will label 5 toys”) and sometimes the treatment plan goal will be simply consist of a really important goal from the skill sequence (”Will label caregiver”). An analogy I like to use goes as follows: Each skill sequence goal (commonly known as a “target”) represent each stair in a flight of stairs. The treatment plan goal is the flight itself.

Treatment plan goal ideas for this particular skill area are as follows:

Learner will present a safety badge when asked about personal information by an adult.
Learner will present a safety badge when asked if they are lost.

Component Skills

Your learner may need to be fluent in these component skills first before introducing this goal/skill area. Component skills for this skill sequence may include skill areas that are fundamental to other areas. Fluency in the skill areas listed below may increase the likelihood that your learner will succeed in this skill sequence and those afterward.

Intro to Reinforcer/Preference Expansion

Imitates Actions with Preferred Items

Performs Preferred Action with Preferred Item (LR)

Performs Action During Familiar Routines (LR)

Performs Actions with Uni-Functional Toys (LR)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to follow instructions with answering personal questions with a safety badge. Note that every learner is different and that you likely will need to tweak and vary some programming to their needs. Click the triangle icon to view the full description for each skill in the sequence/area.

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#1 Gives badge when asked name

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#2 Gives badge when asked caregiver’s name

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#3 Gives badge when asked home/caregiver’s phone number

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#4 Gives badge when asked where they live

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#5 Gives badge when asked if they are lost

Concurrent Skills

Working on these skills at the same time could help with goal mastery. Maybe your learner has mastered these skills already. Perhaps they are already listed as component skills above. That’s okay! Targeting other learning channels might help your learner.

Performs Action with Multi-Functional Toys

Filling In Common Songs

Filling In Common Phrases

Composite Skills

These are the possible next steps for learners who have mastered, or are mastering, the skills listed above. Note that new skill areas may require fluency in other component skills not listed above. Also, you can introduce composite skill sequences prematurely to keep your learner progressing, as generativity may occur earlier than expected.

Locates Safety Badge when Leaving Area (Coming Soon!)

Matches Personal & Safety Info in 2D Array (Coming Soon!)

Follow the link below to better understand component-composite analysis.

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Research and Resources

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Disclaimer

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