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.

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.

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!)

Skill Possibilities

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

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#2 Labels Multiple Examples of a Duck, Cow, Crab, TV, and Computer

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#3 Labels Multiple Examples of a Tablet, Smartphone, Printer, Pizza, and Chicken Nugget(s)

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#4 Labels Multiple Examples of Mac N’ Cheese, Pizza Rolls, Hot Dogs, Pancakes, and Salad

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#5 Labels Multiple Examples of an Ice Cream Sundae, Banana, PB & J, and, Pop Up Toy

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#6 Labels Multiple Examples of a Wagon, Hot Wheels Car, Block(s), Magnet Tiles, and Toy Trains

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#7 Labels Multiple Examples of Legos, Action Figures, Toy Instrument(s), Car, and Train

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#8 Labels Multiple Examples of a Motorcycle, Airplane, Boat, Toilet, and Sink

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#9 Labels Multiple Examples of a Shower, Toilet Paper, Water, Juice, and Milk

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#10 Labels Multiple Examples of Coffee, Pop, Oven, Cupboard, Dish rack, Range, and Toaster

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 FFC Item (Coming Soon!)

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

FFC-Receptively IDs Common FFC Item 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.

FFC-Labels Common Features

Follow the link below to better understand component-composite analysis.

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Research and Resources

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Disclaimer

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