Below is a general skill sequence for helping learners label common classes.
As learners evolve in their understanding of typical items, our focus shifts towards helping them comprehend the distinct elements or characteristics of those items. As they make progress in mastering these features, we guide them towards recognizing the standard groups or categories these items belong to. The approach to developing these understandings remains consistent with methods we've previously employed. Starting with matching exercises, we move on to receptive identification, followed by introducing labeling, always tailoring to the unique requirements of the individual. Once we've successfully instructed them in labeling pertaining to standard categories, we can transition to exploring more intricate class structures.
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 correctly label 5 common FFC actions or categories when presented to them in 2D or 3D.
- Learner will correctly label 10 common FFC actions or categories when presented to them in 2D or 3D.
- Learner will correctly label 15 common FFC actions or categories when presented to them in 2D or 3D.
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 Scanning 
Intro to Matching (Visual Perception) 
Following Gestures
Matches Common Items in 2D Array 1.0 (Identical)
Receptively IDs Common Items in 2D Array
Labels Common Items 1.0FFC-Labels Common FFC Item (Coming Soon!)
FFC-Labels Common Features 
FFC-Labels Common Functions and ActionsSkill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to label common classes. 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.
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.
FFC-Matches Common Classes in 2D Array (Identical)
FFC-Receptively IDs Common Classes in 2D ArrayComposite 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.
Labels Common Classes in 2D Array 2.0
FFC-Names Item Given Class (IV)Follow the link below to better understand component-composite analysis.
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