Below is a general skill sequence for helping learners match multiple examples of common items in preparation FFC training.

This skill area tunes in on matching non-identical pairs of common items (for FFC training) in a large array. It's vital to check that the learner is fluent in basic scanning, basic matching, and has a good grip on basic gestures. Proficiency in this skill area lays the foundation for receptively identifying these items in a large array. This may pave the way for the general training regarding features, functions, and classes.

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 item across three examples and 15 different common FFC items when presented in an array of 15 pictures.
Learner will match two non-identical pictures of a common FFC item across three examples and 25 different common FFC items when presented in an array of 15 pictures.
Learner will match two non-identical pictures of a common FFC item across three examples and 50 different common FFC items 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.

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)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to match 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 Matches Non-ID Pic of a Bear, Elephant, Shark, Turtle, and Alligator (Ao15)

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#2 Matches Non-ID Pic of a Duck, Cow, Crab, TV, and Computer (Ao15)

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#3 Matches Non-ID Pic of a Tablet, Smartphone, Printer, Pizza, and Chicken Nugget(s) (Ao15)

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#4 Matches Non-ID Pic of Mac N’ Cheese, Pizza Rolls, Hot Dogs, Pancakes, and Salad (Ao15)

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#5 Matches Non-ID Pic of Ice Cream, Banana, PB&J, and Pop Up Toy (Ao15)

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#6 Matches Non-ID Pic of Wagon, Hot Wheels Car, Block(s), Magnet Tiles, and Toy Trains (Ao15)

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#7 Matches Non-ID Pic of Legos, Action Figures, Toy Instrument(s), Car, and Train (Ao15)

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#8 Matches Non-ID Pic of Motorcycle, Airplane, Boat, Toilet, and Sink (Ao15)

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#9 Matches Non-ID Pic of Shower, Toilet Paper, Water, Juice, and Milk (Ao15)

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#10 Matches Non-ID Pic of Coffee, Pop, Oven, Cupboard, Dish rack, Range, and Toast (Ao15)

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.

Matches Common Items in 2D Array 1.0 (Non-identical)

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.