FFC-Matches Common Functions in 2D Array (Identical)
Below is a general skill sequence for helping learners match identical pictures of common functions/actions for FFC training.
This following skill area focuses on matching identical pictures of actions or functions related to the previous common items (for FFC training) in large arrays. This skill area looks to ensure that the learner develops a fluency in recognizing the actions and functions that items and individuals perform. It's important to ensure that the learner is fluent in basic scanning, basic matching, receptive identification, and follows basic gesture prompts. It also may be necessary 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)
Tact, 8-M, Tacts 10 ongoing actions
Tact 11-M, Tact color, shape, and function of 5 items.
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
Basic Communication, BC11, Labels common actions observed in home, school, or community setting
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
3 years, Language/Communication Milestones, Says what action is happening in a picture or book when asked, like “running,” “eating,” or “playing”
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 15 common FFC functions or actions when presented in an array of 15 pictures.
Learner will match two identical pictures of 25 common FFC functions or actions when presented in an array of 15 pictures.
Learner will match two identical pictures of 35 common FFC functions or actions 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 fmatch common functions. 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 of common items with one of them being a picture of barking, biting (bear or dog), climbing (bear or cat), growling (bear), and swimming (shark). Note that these other items may be included in the array.
Gain the attention and motivation of the learner.
Give them an identical picture of the item above and instruct them to “Match _____!”.
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 saying what the person, animal, or thing is doing (Ex: “Yes, the cow is mooing!”)
Materials
Two identical pictures of barking, biting (bear or dog), climbing (bear or cat), growling (bear), and swimming (shark) and 10 other pictures of other common features of common things.
#2 Matches Sitting (on a log), Snapping (turtle), Mooing, Milking, and Digging (Ao15)
How to Run
Present an array of 15 pictures of common items with one of them being a picture of sitting (on a log), snapping (turtle), mooing, milking, and digging. Note that these other items may be included in the array.
Gain the attention and motivation of the learner.
Give them an identical picture of the item above and instruct them to “Match _____!”.
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 saying what the person, animal, or thing is doing (Ex: “Yes, the cow is mooing!”)
Materials
Two identical pictures of sitting (on a log), snapping (turtle), mooing, milking, and digging and 10 other pictures of other common features of common things.
#3 Matches Watching TV, Typing, Calling, Texting, and Printing (Ao15)
How to Run
Present an array of 15 pictures of common items with one of them being a picture of watching TV, typing, calling, texting, and printing. Note that these other items may be included in the array.
Gain the attention and motivation of the learner.
Give them an identical picture of the item above and instruct them to “Match _____!”.
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 saying what the person, animal, or thing is doing (Ex: “Yes, the cow is mooing!”)
Materials
Two identical pictures of watching TV, typing, calling, texting, and printing and 10 other pictures of other common features of common things.
#4 Matches Chewing, Making Music, Pulling Wagon, and Riding (motorcycle or bike) (Ao15)
How to Run
Present an array of 15 pictures of common items with one of them being a picture of chewing, making music, pulling a wagon, and riding (motorcycle or bike). Note that these other items may be included in the array.
Gain the attention and motivation of the learner.
Give them an identical picture of the item above and instruct them to “Match _____!”.
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 saying what the person, animal, or thing is doing (Ex: “Yes, the cow is mooing!”)
Materials
Two identical pictures of chewing, making music, pulling a wagon, and riding (motorcycle or bike and 10 other pictures of other common features of common things.
#5 Matches Rolling (ball), Pushing (toy train), Driving (Hot Wheels), and Building (blocks) (Ao15)
How to Run
Present an array of 15 pictures of common items with one of them being a picture of rolling (ball), pushing (toy train), driving (Hot Wheels), and building (blocks). Note that these other items may be included in the array.
Gain the attention and motivation of the learner.
Give them an identical picture of the item above and instruct them to “Match _____!”.
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 saying what the person, animal, or thing is doing (Ex: “Yes, the cow is mooing!”)
Materials
Two identical pictures of rolling (ball), pushing (toy train), driving (Hot Wheels), and building (blocks) and 10 other pictures of other common features of common things.
Present an array of 15 pictures of common items with one of them being a picture of flying (airplane), floating (boat), flushing (toilet), and washing hands. Note that these other items may be included in the array.
Gain the attention and motivation of the learner.
Give them an identical picture of the item above and instruct them to “Match _____!”.
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 saying what the person, animal, or thing is doing (Ex: “Yes, the cow is mooing!”)
Materials
Two identical pictures of flying (airplane), floating (boat), flushing (toilet), and washing hands and 10 other pictures of other common features of common things.
#7 Matches Brushing Teeth, Bathing, and Drinking (Ao15)
How to Run
Present an array of 15 pictures of common items with one of them being a picture of brushing teeth, bathing, and drinking. Note that these other items may be included in the array.
Gain the attention and motivation of the learner.
Give them an identical picture of the item above and instruct them to “Match _____!”.
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 saying what the person, animal, or thing is doing (Ex: “Yes, the cow is mooing!”)
Materials
Two identical pictures of brushing teeth, bathing, and drinking and 10 other pictures of other common features of common things.
#8 Matches Heating (something in a microwave), Cooling (something in a refrigerator), Cooking (something in oven or on stove), and Toasting (something in toaster) (Ao15)
How to Run
Present an array of 15 pictures of common items with one of them being a picture of heating (something in a microwave), cooling (something in a refrigerator), cooking (something in oven or on stove), and toasting (something in toaster). Note that these other items may be included in the array.
Gain the attention and motivation of the learner.
Give them an identical picture of the item above and instruct them to “Match _____!”.
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 saying what the person, animal, or thing is doing (Ex: “Yes, the cow is mooing!”)
Materials
Two identical pictures of heating (something in a microwave), cooling (something in a refrigerator), cooking (something in oven or on stove), and toasting (something in toaster) and 10 other pictures of other common features of common things.
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.
‣
Research and Resources
‣
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!
Email us at bxmastery@flatrockadvice.com
We’ll try to get back with you as soon as we can!
Intro to Scanning 
Intro to Matching (Visual Perception) 
Following Gestures
Matches Common Items in 2D Array 1.0 (Identical)
FFC -Matches Common Features in 2D Array (Identical)
Matches Common Actions in 2D Array 1.0 (Identical)
FFC-Matches Common Classes in 2D Array (Identical)
FFC-Matches Common Functions in 2D Array (Identical)