Below is a general skill sequence for helping learners label common features of common items for FFC training.
This following skill area focuses on labeling common features related to the previous common items (for FFC training). This skill area looks to ensure that the learner develops a continual fluency in recognizing the corresponding components or features of an item. It's important to ensure that the learner is fluent in basic scanning, basic matching, receptive identification, and follows basic gesture prompts. It also may be necessary that the learner have a firm recognition of the common items that are being used for FFC training.
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)
Tact, T 5-M, Tacts 10 items (common objects, body parts, pictures, or people)
Tact, T 6-M, Tacts 25 items when asked “what’s that?”
Listener Responding By Function, Feature, and Class, LRFFC 6-M, Selects 5 different foods or drinks when each is presented in an array of 5 (along with 4 non-food or non-drink items) and asked the verbal fill-ins…You eat…and You drink…
Listener Responding By Function, Feature, and Class, LRFFC 7-M, Selects the correct item from an array of 8, for 25 different LRFFC fill-in statements of any type (e.g., You sit on a …)
Linguistic Structure, LS 6-M, The child’s articulation of 10 tacts can be understood
by familiar adults who cannot see the item tacted.
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC9, Labels common objects
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
30 months, Language/Communication Milestones, Names things in a book when you point and ask, “What is this?”
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 15 common FFC features when presented to them in 2D or 3D.
Learner will correctly label 25 common FFC features when presented to them in 2D or 3D.
Learner will correctly label 50 common FFC features when presented to them in 2D or 3D.
Learner will correctly label 75 common FFC features 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.
Below is a possible skill sequence for working on increasing your learner’s ability to label common features. 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 Labels Paws, Fur, Floppy Ears, Pointy Ears, and Gills
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of paw(s), fur, floppy ear(s), pointy ear(s), or gills.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of paw(s), fur, floppy ear(s), pointy ear(s), and gills OR 3D representations where applicable.
#2 Labels Fins, Tail, Wet Nose, Sharp Claws, and Trunk
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of fins, tail, wet nose, sharp claws, or trunk.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of fins, tail, wet nose, sharp claws, and trunk OR 3D representations where applicable.
#3 Labels Big Ears, Tusks, Sharp Teeth, Shell (turtle), and 4 legs
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of big ears, tusks, sharp teeth, shell (turtle), or 4 legs.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of big ears, tusks, sharp teeth, shell (turtle), and 4 legs OR 3D representations where applicable.
#4 Labels Feather(s), Webbed Feet, Wings, Utters, and Hooves
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of feather(s), webbed feet, wings, utters, or hooves.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of feather(s), webbed feet, wings, utters, and hooves OR 3D representations where applicable.
#5 Labels Pincers, 6 Legs, 2 Legs, Big Screen, and Remote Control
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of pincers, 6 legs, 2 legs, big screen, or remote control.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of pincers, 6 legs, 2 legs, big screen, and remote control OR 3D representations where applicable.
#6 LabelsNetflix, Keyboard, Mouse, Screen, and Cord
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of Netflix, keyboard, mouse, screen, or cord.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of Netflix, keyboard, mouse, screen, and cord OR 3D representations where applicable.
#7 LabelsApps, Charger, Texting App, Calling App, and Paper
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of apps, charger, texting app, calling apps, or paper.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of apps, charger, texting app, calling apps, and paper OR 3D representations where applicable.
#8 LabelsInk, Buttons, Crust, Pepperoni, and Cheese
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of ink, buttons, crust, pepperoni, or cheese.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of ink, buttons, crust, pepperoni, and cheese OR 3D representations where applicable.
Hold up a picture of sauce, noodles, bun, onions, or ketchup.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of sauce, noodles, bun, onions, and ketchup OR 3D representations where applicable.
#10 LabelsMustard, Butter, Maple Syrup, Lettuce, Salad Dressing, Croutons, and Ice Cream
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of mustard, butter, maple syrup, lettuce, salad dressing, croutons, or ice cream.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of mustard, butter, maple syrup, lettuce, salad dressing, croutons, and ice cream OR 3D representations where applicable.
Hold up a picture of nuts, chocolate syrup, bread, peanut butter, jelly, buttons, or wheels.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of nuts, chocolate syrup, bread, peanut butter, jelly, buttons, and wheels OR 3D representations where applicable.
Hold up a picture of seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel or window (car).
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel and window (car) OR 3D representations where applicable.
#13 LabelsKickstand, Wings (Airplane), Anchor, Faucet, Drain, and Soap (Hand or Dish)
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of kickstand, wings (airplane), anchor, faucet, drain, or soap (hand or dish).
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of kickstand, wings (airplane), anchor, faucet, drain, and soap (hand or dish) OR 3D representations where applicable.
#14 LabelsShower Head, Shower Curtain, Door, TP Holder, and Bubbles
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of shower head, shower curtain, door, TP holder, or bubbles.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of head, shower curtain, door, TP holder, and bubbles OR 3D representations where applicable.
#15 LabelsFreezer, Shelves, Burners, Knobs, and Buttons (Microwave, Stove)
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of freezer, shelves, burners, knobs, or buttons (microwave, stove).
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of freezer, shelves, burners, knobs, and buttons (microwave, stove) OR 3D representations where applicable.
Hold up a picture of dishes, toast, skillet, or burner.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorization, and could expedite mastery and fluency.
Materials
Pictures of dishes, toast, skillet, and burner OR 3D representations where applicable.
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.
Follow the link below to better understand component-composite analysis.
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Research and Resources
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Disclaimer
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 potential framework for generating ideas around this particular skill area and not as an assessment or curriculum.
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Email us at bxmastery@flatrockadvice.com
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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 1.0
FFC-Receptively IDs Common Features in 2D Array 
FFC-Labels Common Features (3 Examples)
FFC-Labels Common Functions and Actions
FFC-Labels Common Classes in 2D Array 
Labels Clean & Dirty