FFC-Matches Common Classes in 2D Array (Identical)
Below is a general skill sequence for helping learners match common classes in 2D array.
Recognizing various classes or categories plays a pivotal role in guiding learners through FFC programming. This skill domain aims to teach learners to discern when items within a class are correctly grouped. As the learner becomes adept at matching these images, representing multiple items from a particular class, the clinician or educator might consider introducing receptive identification or even labeling exercises in this domain.
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)
Visual Perception/Match to Sample, VP-MTS 8-M, Matches identical objects or pictures in a messy array of 8 containing 3 similar stimuli, for 25 items (e.g., matches a dog to a
dog in an array that also contains a cat, pig, and pony)
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
Household Mechanics, HM19, Receptive identification of common rooms
Laundry, LY9, Matches and connects socks
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
15 months, Language/Communication Milestones, Looks at a familiar object when you name it
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 match two identical pictures of 5 common FFC classes or categories when presented in an array of 15 pictures.
Learner will match two identical pictures of 10 common FFC classes or categories when presented in an array of 15 pictures.
Learner will match two identical pictures of 15 common FFC classes or categories when presented in an array of 15 pictures.
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 match common classes. 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 Matches Picture of Multiple Animals (Ao5)
How to Run
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common animals on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, a dog, cat, lizard, fish, and snake are animals!”)
Materials
Two identical sheets of animals and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common vehicles on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, a car, a truck, and a boat are vehicles!”)
Materials
Two identical sheets of vehicles and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common electronics on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, a phone, a computer, and a TV are electronics!”)
Materials
Two identical sheets of electronics and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common foods on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, pasta, pancakes, and fries are foods!”)
Materials
Two identical sheets of foods and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common drinks on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, hot chocolate, soda, and juice are drinks!”)
Materials
Two identical sheets of drinks and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common toys on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, toy trucks, and blocks are toys!”)
Materials
Two identical sheets of toys and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
#7 Matches Picture of Multiple Bathroom Items (Ao5)
How to Run
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common bathroom items on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, hand soap, a hairbrush, and a toothbrush are bathroom items!”)
Materials
Two identical sheets of bathroom items and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
#8 Matches Picture of Multiple Kitchen Items (Ao5)
How to Run
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common kitchen items on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, salt and pepper shakers, a tea kettle, and a fork are kitchen items!”)
Materials
Two identical sheets of kitchen items and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common farm animals on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, chickens, a sheep, and a cows are farm animals!”)
Materials
Two identical sheets of farm animals and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common tools on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, a screwdriver, a drill, and a hammer are tools!”)
Materials
Two identical sheets of tools and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common dishes on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, a plate, a mug, and a bowl are dishes!”)
Materials
Two identical sheets of dishes and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common furniture on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, a couch, a bed, and a chair are furniture!”)
Materials
Two identical sheets of furniture and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
#13 Matches Picture of Multiple Classroom Items (Ao5)
How to Run
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common classroom items on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, a desk, paper, and a pencil are classroom items!”)
Materials
Two identical sheets of classroom items and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
#14 Matches Picture of Multiple Clothing Items (Ao5)
How to Run
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five common clothing items on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, socks, a shirt, and pants are clothing items!”)
Materials
Two identical sheets of clothing items and 4 other sheets representing different classes.
Print two copies of the below PDF in order to have identical copies of each class.
#15 Matches Picture of Multiple Family Members (Ao5)
How to Run
Present an array of 5 sheets of paper where each paper has five members of a specific class. One of which should be a sheet with five of the learner’s family members on them.
Gain the attention and motivation of the learner.
Give them an identical sheet to the one above and instruct them to “Match (class)!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target as many matching targets at once as you can to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity.
Follow up by talking about how certain items are a member of that class (Ex: “Yes, mommy, daddy, and brother are family members of yours!”)
Materials
Please acquire pictures of the learner’s family members and put them one sheet of paper to add to the array of other classes.
Two identical sheets of family members and 4 other sheets representing different classes.
Research/Resources
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.
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.
Receptively Identifying Common Classes in 2D Array (Coming Soon!)
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)
FFC-Matches Common Functions in 2D Array (Identical)
Matches Common Items in 2D Array 4.0 (Identical)
FFC-Receptively IDs Common Classes in 2D Array
FFC-Labels Common Classes in 2D Array