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.

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.

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 FFC Item (Coming Soon!)

FFC-Labels Common Features

Skill Possibilities

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

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#2 Labels Fins, Tail, Wet Nose, Sharp Claws, and Trunk Across 3 Examples

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#3 Labels Big Ears, Tusks, Sharp Teeth, Shell (turtle), and 4 legs Across 3 Examples

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#4 Labels Feather(s), Webbed Feet, Wings, Utters, and Hooves Across 3 Examples

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#5 Labels Pincers, 6 Legs, 2 Legs, Big Screen, and Remote Control Across 3 Examples

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#6 Labels Netflix, Keyboard, Mouse, Screen, and Cord Across 3 Examples

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#7 Labels Apps, Charger, Texting App, Calling App, and Paper Across 3 Examples

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#8 Labels Ink, Buttons, Crust, Pepperoni, and Cheese Across 3 Examples

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#9 Labels Sauce, Noodle, Bun, Onions, and Ketchup Across 3 Examples

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#10 Labels Mustard, Butter, Maple Syrup, Lettuce, Salad Dressing, Croutons, and Ice Cream Across 3 Examples

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#11 Labels Nuts, Chocolate Syrup, Bread, Peanut Butter, Jelly, Buttons, and Wheels Across 3 Examples

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#12 Labels Seat (Bike/Motorcycle), Handle, Tracks, Drumsticks, Strings, Steering Wheel, and Window (Car) Across 3 Examples

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#13 Labels Kickstand, Wings (Airplane), Anchor, Faucet, Drain, and Soap (Hand or Dish) Across 3 Examples

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#14 Labels Shower Head, Shower Curtain, Door, TP Holder, and Bubbles Across 3 Examples

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#15 Labels Freezer, Shelves, Burners, Knobs, and Buttons (Microwave, Stove) Across 3 Examples

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#16 Labels Dishes, Toast, Skillet, and Burner Across 3 Examples

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-Labels Common Features

FFC-Matches Common Features in 2D Array (Non-Identical)

FFC-Receptively IDs Common Features in 2D Array (3 Examples)

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.