FFC-Matches Common Features in 2D Array (Non-Identical)
Below is a general skill sequence for helping learners matching common features of common items for FFC training.
This following skill area focuses on matching non-identical, common features related to the previous common items (for FFC training). This skill area ensures that the learner further conceptualizes the 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 important that the learner have a firm recognition of the common items that are being used for FFC training.
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 9-M, Matches non-identical objects or non-identical pictures in a messy array of 10, for 25 items (e.g., matches a Ford truck to a Toyota truck)
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 non-identical pictures of a common FFC features across three examples and 15 different common FFC features when presented in an array of 15 pictures.
Learner will match two non-identical pictures of a common FFC features across three examples and 25 different common FFC features when presented in an array of 15 pictures.
Learner will match two non-identical pictures of a common FFC features across three examples and 50 different common FFC features 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 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.
Present an array of 15 pictures with one of them being a picture of paws, fur, floppy ears, pointy ears, or gils in the act of eating. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of paws, fur, floppy ears, pointy ears, and gils and 10 other pictures of common items.
Present an array of 15 pictures with one of them being a picture of fins, tail, wet nose, sharp claws, and trunk. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of fins, tail, wet nose, sharp claws, and trunk and 10 other pictures of common items.
#3 Matches Non-ID Big Ears, Tusks, Sharp Teeth, Shell (turtle), and 4 legs (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of big ears, tusks, sharp teeth, shell (turtle), and 4 legs. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of big ears, tusks, sharp teeth, shell (turtle), and 4 legs and 10 other pictures of common items.
Present an array of 15 pictures with one of them being a picture of feather(s), webbed feet, wings, utters, and hooves. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of feather(s), webbed feet, wings, utters, and hooves and 10 other pictures of common items.
#5 Matches Non-ID Pincers, 6 Legs, 2 Legs, Big Screen, and Remote Control (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of pincers, 6 legs, 2 legs, big screen, and remote control. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of pincers, 6 legs, 2 legs, big screen, and remote control and 10 other pictures of common items.
#6 Matches Non-ID Netflix, Keyboard, Mouse, Screen, and Cord (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of Netflix, keyboard, mouse, screen, and cord. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of Netflix, keyboard, mouse, screen, and cord and 10 other pictures of common items.
#7 Matches Non-ID Apps, Charger, Texting App, Calling App, and Paper (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of apps, charger, texting app, calling app, and paper. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of apps, charger, texting app, calling app, and paper and 10 other pictures of common items.
#8 Matches Non-ID Ink, Buttons, Crust, Pepperoni, and Cheese (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of ink, buttons, crust, pepperoni, and cheese. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of ink, buttons, crust, pepperoni, and cheese and 10 other pictures of common items.
#9 Matches Non-ID Sauce, Noodle, Bun, Onions, and Ketchup (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of sauce, noodle, bun, onions, and ketchup. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of sauce, noodle, bun, onions, and ketchup and 10 other pictures of common items.
#10 Matches Non-ID Mustard, Butter, Maple Syrup, Lettuce, Salad Dressing, Croutons, and Ice Cream (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of mustard, butter, maple syrup, lettuce, salad dressing, croutons, and ice cream. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of mustard, butter, maple syrup, lettuce, salad dressing, croutons, and ice cream and 10 other pictures of common items.
Present an array of 15 pictures with one of them being a picture of nuts, chocolate syrup, bread, peanut butter, jelly, buttons, and wheels. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of nuts, chocolate syrup, bread, peanut butter, jelly, buttons, and wheels and 10 other pictures of common items.
Present an array of 15 pictures with one of them being a picture of seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel, and window (car). Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel, and window (car) and 10 other pictures of common items.
#13 Matches Non-ID Kickstand, Wings (Airplane), Anchor, Faucet, Drain, and Soap (Hand or Dish) (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of kickstand, wings (airplane), anchor, faucet, drain, and soap (hand or dish). Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of kickstand, wings (airplane), anchor, faucet, drain, and soap (hand or dish) and 10 other pictures of common items.
Present an array of 15 pictures with one of them being a picture of shower head, shower curtain, door, TP holder, and bubbles. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of shower head, shower curtain, door, TP holder, and bubbles and 10 other pictures of common items.
Present an array of 15 pictures with one of them being a picture of freezer, shelves, burners, knobs, and buttons (microwave, stove). Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of freezer, shelves, burners, knobs, and buttons (microwave, stove) and 10 other pictures of common items.
#16 Matches Non-ID Dishes, Toast, Skillet, and Burner (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of dishes, toast, skillet, and burner. Note that the other items can be part of the array.
Gain the attention and motivation of the learner.
Give them non-identical picture of one of the items above and instruct them to “Match the ____!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures for each item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Three non-identical pictures of dishes, toast, skillet, and burner and 10 other pictures of common items.
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)
Matches Common Items in 2D Array 1.0 (Non-identical)
FFC-Matches Common FFC Item in 2D Array (Non-Identical)
FFC -Matches Common Features in 2D Array (Identical)
FFC-Receptively IDs Common Features in 2D Array