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Answers Personal/Safety Questions (SF-040)

Below is a general skill sequence for teaching learners to answer questions about their personal and safety information.

Filling In Personal Information teaches a learner to finish phrases like "Your name is ____." Providing Personal Information w/ Safety Badge gives learners a way to share that information by handing over a badge. This skill area is the next step: answering direct questions ("What's your name?", "What's your phone number?") out loud, to anyone who asks. Being able to answer these questions is one of the most important safety skills a learner can have in the community.

How this skill area relates to your assessments!

This skill area aligns with various assessments and their respective domains, with milestone and domain codes provided for reference. Additionally, DSM-5 diagnostic criteria for Autism are included to help clinicians identify how this skill area potentially supports medical necessity in relation to the diagnosis.

VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program)

  • Intraverbal, IV 7-M, Provides first name when asked, What is your name?
  • Intraverbal, IV 9-M, Answers 25 different what questions (e.g., What do you like to eat?)

AFLS (Assessment of Functional Living Skills)

  • Basic Communication, BC15, Answers questions regarding personal information (name, age, phone, siblings, parents names)
  • Community Knowledge, CK11, States name
  • Community Knowledge, CK15, Carries or knows phone number of caregiver/community helper.
  • Phone, PH18, Provides personal information only as appropriate

DSM-V Diagnostic Criteria for Autism

  • A1, Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.

CDC’s Developmental Milestones

  • 3 years, Language/Communication Milestones, Says first name, when asked

Treatment Plan Goal Ideas

Select treatment plan goals that accurately encompass what you think the learner can accomplish in this skill area over the course of an authorization period (usually 6 months).

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

Learner will answer "What's your name?", "How old are you?", and "What's your mom's/dad's name?" across 3 different adults.

Learner will state their address and a caregiver's phone number when asked.

Learner will answer all personal information questions in a mixed order across 3 different adults.

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.

Start at the top. Each indent is the next step.

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to answer personal and safety questions. 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 Answers “What’s your name?”
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#2 Answers “How old are you?”
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#3 Answers “What’s your mom’s name?” / “What’s your dad’s name?”
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#4 Answers “When is your birthday?”
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#5 Answers “What city do you live in?”
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#6 Answers “What’s your address?”
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#7 Answers “What’s your mom’s/dad’s phone number?”
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#8 Answers personal questions in a mixed order

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.

Intro to Handholding (SF-010)Intro to Handholding (SF-010)

Transitioning With Others (SF-030)Transitioning With Others (SF-030)

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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