Below is a general skill sequence for helping learners label multiple examples of common features for FFC training.
This following skill area focuses on labeling common features across multiple examples 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 6-M, Tacts 25 items when asked “what’s that?”
Tact, T 7-M, Tacts across 3 exemplars of 50 items
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 three examples of 15 common FFC features when presented to them in 2D or 3D.
Learner will correctly label three examples of 25 common FFC features when presented to them in 2D or 3D.
Learner will correctly label three examples of 50 common FFC features when presented to them in 2D or 3D.
Learner will correctly label three examples of 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 Gils Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of a paw/paws, fur, floppy ear(s), pointy ear(s), and gils.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of a paw/paws, fur, floppy ear(s), pointy ear(s), and gils, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: a paw/paws, fur, floppy ear(s), pointy ear(s), and gils.
#2 Labels Fins, Tail, Wet Nose, Sharp Claws, and Trunk Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of fins, tail, wet nose, sharp claws, and trunk.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of fins, tail, wet nose, sharp claws, and trunk, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: fins, tail, wet nose, sharp claws, and trunk.
#3 Labels Big Ears, Tusks, Sharp Teeth, Shell (turtle), and 4 legs Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of big ears, tusks, sharp teeth, shell (turtle), and 4 legs.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of big ears, tusks, sharp teeth, shell (turtle), and 4 legs, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: a big ears, tusks, sharp teeth, shell (turtle), and 4 legs.
#4 Labels Feather(s), Webbed Feet, Wings, Utters, and Hooves Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of a feather(s), webbed feet, wings, utters, and hooves.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of feather(s), webbed feet, wings, utters, and hooves, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: a feather(s), webbed feet, wings, utters, and hooves.
#5 Labels Pincers, 6 Legs, 2 Legs, Big Screen, and Remote Control Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of a pincers, 6 legs, 2 legs, big screen, and remote control.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of a pincers, 6 legs, 2 legs, big screen, and remote control, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: pincers, 6 legs, 2 legs, big screen, and remote control.
#6 Labels Netflix, Keyboard, Mouse, Screen, and Cord Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of a Netflix, keyboard, mouse, screen, and cord.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of a Netflix, keyboard, mouse, screen, and cord, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: a Netflix, keyboard, mouse, screen, and cord.
#7 Labels Apps, Charger, Texting App, Calling App, and Paper Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of apps, charger, texting apps, calling apps, and paper.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of a apps, charger, texting apps, calling apps, and paper, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: apps, charger, texting apps, calling apps, and paper.
#8 Labels Ink, Buttons, Crust, Pepperoni, and Cheese Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of ink, buttons, crust, pepperoni, and cheese.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of ink, buttons, crust, pepperoni, and cheese, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: ink, buttons, crust, pepperoni, and cheese.
#9 Labels Sauce, Noodle, Bun, Onions, and Ketchup Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of sauce, noodles, bun, onions, and ketchup.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of sauce, noodles, bun, onions, and ketchup, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: sauce, noodles, bun, onions, and ketchup.
#10 Labels Mustard, Butter, Maple Syrup, Lettuce, Salad Dressing, Croutons, and Ice Cream Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of mustard, butter, maple syrup, lettuce, salad dressing, croutons, and ice cream.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of mustard, butter, maple syrup, lettuce, salad dressing, croutons, and ice cream, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: mustard, butter, maple syrup, lettuce, salad dressing, croutons, and ice cream.
#11 Labels Nuts, Chocolate Syrup, Bread, Peanut Butter, Jelly, Buttons, and Wheels Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of nuts, chocolate syrup, bread, peanut butter, jelly, buttons, and wheels.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of nuts, chocolate syrup, bread, peanut butter, jelly, buttons, and wheels, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: nuts, chocolate syrup, bread, peanut butter, jelly, buttons, and wheels.
#12 Labels Seat (Bike/Motorcycle), Handle, Tracks, Drumsticks, Strings, Steering Wheel, and Window (Car) Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of a seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel and window (car).
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of a seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel, and window (car), as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel, and window (car).
#13 Labels Kickstand, Wings (Airplane), Anchor, Faucet, Drain, and Soap (Hand or Dish) Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of kickstand, wings (airplane), anchor, faucet, drain, and soap (hand or dish).
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of a kickstand, wings (airplane), anchor, faucet, drain, and soap (hand or dish), as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: kickstand, wings (airplane), anchor, faucet, drain, and soap (hand or dish).
#14 Labels Shower Head, Shower Curtain, Door, TP Holder, and Bubbles Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of shower head, shower curtain, door, TP holder, and bubbles.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of a shower head, shower curtain, door, TP holder, and bubbles, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: shower head, shower curtain, door, TP holder, and bubbles.
#15 Labels Freezer, Shelves, Burners, Knobs, and Buttons (Microwave, Stove) Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of freezer, shelves, burners, knobs, and buttons (microwave, stove).
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of a freezer, shelves, burners, knobs, and buttons (microwave, stove), as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: freezer, shelves, burners, knobs, and buttons (microwave, stove).
#16 Labels Dishes, Toast, Skillet, and Burner Across 3 Examples
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of or point to a 3D representation (where applicable) of dishes, toast, skillet, and burner.
Ask the learner “What is it?/What is this?”
Learner should correctly label the corresponding item that they see.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture or 3D representation of a dishes, toast, skillet, and burner, as the learner answers and labels this particular action/picture of the action correctly, begin introducing a different picture or 3D representation of each item with every trial (don’t wait until mastery). You should then rotate through at least three different representations of each item (whether 2D or 3D) so that the learner doesn’t see the same picture/representation at every trial.
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 memorizations, and could expedite mastery and fluency.
Materials
3 different pictures/representations of each of the following items: dishes, toast, skillet, and burner.
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 general framework for generating ideas around this particular skill area and not as an assessment or curriculum.
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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
Labels Multiple Examples of Common Items 1.0
FFC-Labels Common Features 
FFC-Matches Common Features in 2D Array (Non-Identical)
FFC-Receptively IDs Common Features in 2D Array (3 Examples) 
FFC-Labels Common Functions and Actions
FFC-Names Item Given Feature (IV)