Below is a general skill sequence for helping learners label common items across multiple examples in preparation for FFC training.
This skill area focuses on labeling common items across multiple examples (for FFC training). It’s purpose is to ensure that the learner has a comprehensive understanding for the items that FFC training will focus on. It's important to ensure that the learner is fluent in basic scanning, basic matching, receptive identification, and follows basic gesture prompts. Effectiveness in this skill area may lay the foundation for labeling multiple features, functions, and classes as they relate to these items.
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 items when presented to them in 2D or 3D.
Learner will correctly label three examples of 25 common FFC items when presented to them in 2D or 3D.
Learner will correctly label three examples of 50 common FFC items 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 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.
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#1 Labels Multiple Examples of a Bear, Elephant, Shark, Turtle, and Alligator
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 bear, elephant, shark, turtle, and alligator.
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 bear, elephant, shark turtle, and alligator, 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: bear, elephant, shark, turtle, and alligator.
#2 Labels Multiple Examples of a Duck, Cow, Crab, TV, and Computer
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 duck, cow, crab, TV, and computer.
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 duck, cow, crab, TV, and computer, 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: duck, cow, crab, TV, and computer.
#3 Labels Multiple Examples of a Tablet, Smartphone, Printer, Pizza, and Chicken Nugget(s)
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 tablet, smartphone, printer, pizza, and chicken.
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 tablet, smartphone, printer, pizza, and chicken, 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: tablet, smartphone, printer, pizza, and chicken.
#4 Labels Multiple Examples of Mac N’ Cheese, Pizza Rolls, Hot Dogs, Pancakes, and Salad
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 mac n’ cheese, pizza rolls, hot dogs, pancakes, and salad.
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 mac n’ cheese, pizza rolls, hot dogs, pancakes, and salad, 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: mac n’ cheese, pizza rolls, hot dogs, pancakes, and salad.
#5 Labels Multiple Examples of an Ice Cream Sundae, Banana, PB & J, and, Pop Up Toy
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 an ice cream sundae, banana, PB&J, and pop up toy.
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 an ice cream sundae, banana, PB&J, and pop up toy, 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: ice cream sundae, banana, PB&J, and pop up toy.
#6 Labels Multiple Examples of a Wagon, Hot Wheels Car, Block(s), Magnet Tiles, and Toy Trains
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 wagon, hot wheels car, block(s), magnet tiles, and toy train.
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 wagon, hot wheels car, block(s), magnet tiles, and toy train, 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: wagon, hot wheels car, block(s), magnet tiles, and toy train.
#7 Labels Multiple Examples of Legos, Action Figures, Toy Instrument(s), Car, and Train
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 Legos, action figures, toy instrument(s), car, and train.
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 Legos, action figures, toy instrument(s), car, and train, 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: Legos, action figures, toy instrument(s), car, and train.
#8 Labels Multiple Examples of a Motorcycle, Airplane, Boat, Toilet, and Sink
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 motorcycle, airplane, boat, toilet, and sink.
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 motorcycle, airplane, boat, toilet, and sink, 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: motorcycle, airplane, boat, toilet, and sink.
#9 Labels Multiple Examples of a Shower, Toilet Paper, Water, Juice, and Milk
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 shower, toilet paper, water, juice, and milk.
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, toilet paper, water, juice, and milk, 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, toilet paper, water, juice, and milk.
#10 Labels Multiple Examples of Coffee, Pop, Oven, Cupboard, Dish rack, Range, and Toaster
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 coffee, pop, oven, cupboard, dish rack, range, and toaster.
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 coffee, pop, oven, cupboard, dish rack, range, and toaster, 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: coffee, pop, oven, cupboard, dish rack, range, and toaster.
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.
Problem? Question? Suggestion? We want to hear from you!
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-Matches Common FFC Item in 2D Array (Non-Identical)
FFC-Receptively IDs Common FFC Item in 2D Array (3 Examples)
FFC-Labels Common Features