Below is a general skill sequence for helping learners label common items in preparation for FFC training.
This skill area tunes in on labeling (tacting) pictures of common items that are used throughout FFC training. The items are the same ones the learner matched in FFC-Matches Common FFC Item in 2D Array (Identical) and (Non-Identical), so the learner is already familiar with the pictures. It's vital to check that the learner is fluent in basic scanning, basic gestures, and labeling common items. Proficiency in this skill area lays the foundation for labeling multiple examples of these items and, later, labeling their features, functions, and classes.
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 …)
AFLS (Assessment of Functional Living Skills)
- Basic Communication, BC9, Labels common objects
- Community Knowledge, CK17, Identifies items in the community
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 label pictures of 15 common FFC items when asked “What is it?”
- Learner will label pictures of 25 common FFC items when asked “What is it?”
- Learner will label pictures of 50 common FFC items when asked “What is it?”
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.
Start at the top. Each indent is the next step.
Intro to Scanning (RD-020)
Following Gestures (RD-030)
Labels Common Items 1.0 (TC-010)
FFC-Matches Common FFC Item in 2D Array (Identical) (FFC-270)
đź“Ť YOU ARE HERE: FFC-Labels Common FFC Item (FFC-260)
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to label common FFC 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.
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 FFC Item in 2D Array (Non-Identical) (FFC-010)
FFC-Receptively IDs Common FFC Item in 2D Array (FFC-060)
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.
FFC-Labels Multiple Examples of Common Items (FFC-150)
Follow the link below to better understand component-composite analysis.
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