Below is a general skill sequence for helping learners count pictured items in 2D.
This skill area builds directly on Intro to Counting (3D). The learner already counts objects they can touch and move. Now they count pictures on a page: dots, circles, stars, or pictures of common items. Counting in 2D is harder because the learner can’t pick items up or push them aside as they count, so they need to keep track of which pictures they’ve already counted. The pictures should stand on their own: simple shapes or symbols (lines, dots, circles, hearts, smiley faces, and so on) on an otherwise blank page, with no background or extra pictures. Many learners can’t yet pick items out of a busy scene (think of a Where’s Waldo page), so counting items inside a full picture is a later skill, not part of this one. The targets follow the same sequence as AC-040 (counting 2 through 15). For learners who are catching on, introduce multiple targets at once. Proficiency in this skill area prepares the learner for worksheets, counting in books, and matching numbers to quantities.
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)
Math, M 13-M, Counts out 1-5 from a larger set of items with 1 to 1 correspondence (e.g., Give me 4 cars. Now give me 2 cars.)
Math, M 15-M, Correctly matches a written number to a quantity and a quantity to a written number for the numbers 1-5 (e.g. matches the number 3 to a picture of 3 trucks).
AFLS (Assessment of Functional Living Skills)
Office Skills, OF34, Counts inventory
Money, MO12, Count change received
DSM-V Diagnostic Criteria for Autism
A2, Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
CDC’s Developmental Milestones
5 years, Cognitive Milestones, Counts to 10
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 count five pictured items on a page when asked to do so.
Learner will count ten pictured items on a page when asked to do so.
Learner will count 15 pictured items on a page, marking each item as they count, when asked to do so.
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.
Below is a possible skill sequence for working on increasing your learner’s ability to count pictured items. 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 Counts 2 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with two identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to two. Ex: “One, Two.”
The learner should tell you how many there are. Ex: “Two circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Start with large pictures in a straight line with plenty of space between them, on a blank page. You can even draw the shapes in front of the learner (e.g., draw 2 circles and say “Count the circles”).
Materials
Worksheets or cards showing two identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#2 Counts 3 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with three identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to three. Ex: “One, Two, Three.”
The learner should tell you how many there are. Ex: “Three circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Worksheets or cards showing three identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#3 Counts 4 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with four identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to four. Ex: “One, Two, Three, Four.”
The learner should tell you how many there are. Ex: “Four circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Worksheets or cards showing four identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#4 Counts 5 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with five identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to five. Ex: “One, Two, Three, Four, Five.”
The learner should tell you how many there are. Ex: “Five circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Once the learner is counting pictures in a straight line, begin to mix in scattered layouts.
Materials
Worksheets or cards showing five identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#5 Counts 6 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with six identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to six. Ex: “One, Two, Three, Four, Five, Six.”
The learner should tell you how many there are. Ex: “Six circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Worksheets or cards showing six identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#6 Counts 7 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with seven identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to seven. Ex: “One, Two, Three, Four, Five, Six, Seven.”
The learner should tell you how many there are. Ex: “Seven circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Worksheets or cards showing seven identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#7 Counts 8 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with eight identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to eight. Ex: “One, Two, Three, Four, Five, Six, Seven, Eight.”
The learner should tell you how many there are. Ex: “Eight circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
With larger numbers, have the learner mark each picture as they count it (a dot, a check, or covering it with a finger) so they don’t skip or double-count.
Materials
Worksheets or cards showing eight identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#8 Counts 9 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with nine identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to nine. Ex: “One, Two, Three, Four, Five, Six, Seven, Eight, Nine.”
The learner should tell you how many there are. Ex: “Nine circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Worksheets or cards showing nine identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#9 Counts 10 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with ten identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to ten. Ex: “One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten.”
The learner should tell you how many there are. Ex: “Ten circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Worksheets or cards showing ten identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#10 Counts 11 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with eleven identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to eleven. Ex: “One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten, Eleven.”
The learner should tell you how many there are. Ex: “Eleven circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Worksheets or cards showing eleven identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#11 Counts 12 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with twelve identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to twelve. Ex: “One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten, Eleven, Twelve.”
The learner should tell you how many there are. Ex: “Twelve circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Worksheets or cards showing twelve identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#12 Counts 13 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with thirteen identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to thirteen. Ex: “One, Two, Three … Thirteen.”
The learner should tell you how many there are. Ex: “Thirteen circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Worksheets or cards showing thirteen identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#13 Counts 14 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with fourteen identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to fourteen. Ex: “One, Two, Three … Fourteen.”
The learner should tell you how many there are. Ex: “Fourteen circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Worksheets or cards showing fourteen identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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#14 Counts 15 pictured items (2D)
How to Run
Gain the attention of the learner.
Present a worksheet or card with fifteen identical pictures (lines, circles, hearts, smiley faces, or any simple symbol) on a blank page.
Ask them to count how many there are. “How many circles are there?”
Learner should point to or mark each picture as they count to fifteen. Ex: “One, Two, Three … Fifteen.”
The learner should tell you how many there are. Ex: “Fifteen circles.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
This is the terminal target. Generalize across at least 3 kinds of 2D materials (e.g., dots, circles, pictures of items) and 2 people.
Materials
Worksheets or cards showing fifteen identical simple shapes or symbols (lines, circles, hearts, smiley faces, etc.) on an otherwise blank page, with no background or extra pictures, and a crayon or marker if the learner marks as they count.
Research/Resources
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.
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.
Matches Numbers to Quantities 1-15 (Coming Soon!)
Follow the link below to better understand component-composite analysis.
Consistent with ethical obligations outlined by the Behavior Analysis Certification Board (BACB), users acknowledge that goal selection/direction is the responsibility of the BCBA. Users understand that goals should be tailored to the learner while ultimately involving the input of clients/stakeholders. Users understand their ethical obligations to the client/stakeholder concerning the selection, implementation, design, and minimization of risk regarding behavior change interventions as outlined in BACB Code. As such, this skill sequence serves as a general framework for generating ideas around this particular skill area and not as an assessment or curriculum.
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Matches Numbers 1-15 in 2D Array (Identical) (MT-160)
Receptively IDs Numbers 1-15 in 2D Array (RC-160)