Below is a general skill sequence for helping learners label common classes given the name of an item.
This skill area seeks to train the learner on intraverbally identifying a class or category when given the name of an item. The learner should likely be versed in labeling these items (given their class) and a general intraverbal understanding of what classes are. As the learner progresses, it may be prudent to work on having the learner name multiple items from multiple classes.
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)
Intraverbal, IV 9-M, Answers 25 different what questions (e.g., What do you like to eat?)
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, BC17, Answers "What" questions regarding home, school and community (e.g. "what" questions regarding items found in the home, school and community)
Community Knowledge, CK17, Identifies items in the community
Household Mechanics, HM21, Labels objects in common rooms
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
30 months, Language/Communication Milestones, Names things in a book when you point and ask, “What is this?”
4 years, Language/Communication Milestones,Answers simple questions like “What is a coat for?” or “What is a crayon for?”
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 intraverbally name the class for 15 common FFC items when given only the name of the item.
Learner will intraverbally name the class for 25 common FFC items when given only the name of the item.
Learner will intraverbally name the class for 15 common FFC items when given only the name of the item.
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 label 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 Names Class for Bear
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a bear belongs to. ”What is a bear?/What category is a bear?”
Learner should name the correct category for a bear. “A bear is an animal.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#2 Names Class for Elephant
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category an elephant belongs to. ”What is an elephant?/What category is an elephant?”
Learner should name the correct category for an elephant. “An elephant is an animal.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#3 Names Class for TV
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a TV belongs to. ”What is a TV?/What category is a TV?”
Learner should name the correct category for a TV. “A TV is an electronic device.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#4 Names Class for Pizza
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a pizza belongs to. ”What is a pizza?/What category is a pizza?”
Learner should name the correct category for a pizza. “A pizza is a food.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#5 Names Class for Hot Wheels Car
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a Hot Wheels car belongs to. ”What is a Hot Wheels car?/What category is a Hot Wheels car?”
Learner should name the correct category for a Hot Wheels car. “A Hot Wheels car is a toy.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#6 Names Class for Train
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a train belongs to. ”What is a train?/What category is a train?”
Learner should name the correct category for a train. “A train is a vehicle.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#7 Names Class for Toilet
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a toilet belongs to. ”What is a toilet?/What category is a toilet?”
Learner should name the correct category for a toilet. “A toilet is a bathroom item.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#8 Names Class for Shark
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a shark belongs to. ”What is a shark?/What category is a shark?”
Learner should name the correct category for a shark. “A shark is an animal.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#9 Names Class for Tablet
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a tablet belongs to. ”What is a tablet?/What category is a tablet?”
Learner should name the correct category for a tablet. “A tablet is an electronic device.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#10 Names Class for Chicken Nuggets
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category chicken nuggets belong to. ”What is a chicken nugget?/What category is a chicken nugget?”
Learner should name the correct category for chicken nuggets. “Chicken nuggets are a food.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#11 Names Class for Magnet Tiles
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category magnet tiles belong to. ”What are magnet tiles?/What category are magnet tiles?”
Learner should name the correct category for magnet tiles. “Magnet tiles are a toy.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#12 Names Class for Motorcycle
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a motorcycle belongs to. ”What is a motorcycle?/What category is a motorcycle?”
Learner should name the correct category for a motorcycle. “A motorcycle is a vehicle.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#13 Names Class for Shower
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a shower belongs to. ”What is a shower?/What category is a shower?”
Learner should name the correct category for a shower. “A shower is a bathroom item.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#14 Names Class for Oven
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category an oven belongs to. ”What is an oven?/What category is an oven?”
Learner should name the correct category for an oven. “An oven is a kitchen appliance.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items, work on as many as possible.
Materials
Research/Resources
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#15 Names Class for Turtle
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a turtle belongs to. ”What is a turtle?/What category is a turtle?”
Learner should name the correct category for a turtle. “A turtle is a reptile.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible.
Make sure to work on members of other classes (electronics, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#16 Names Class for Computer
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a computer belongs to. ”What is a computer?/What category is a computer?”
Learner should name the correct category for a computer. “A computer is an electronic device.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible.
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#17 Names Class for Pancakes
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category pancakes belong to. ”What are pancakes?/What category are pancakes?”
Learner should name the correct category for pancakes. “Pancakes are a food.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible.
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#18 Names Class for Legos
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category Legos belong to. ”What are Legos?/What category are Legos?”
Learner should name the correct category for Legos. “Legos are a toy.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible.
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#19 Names Class for Airplane
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category an airplane belongs to. ”What is an airplane?/What category is an airplane?”
Learner should name the correct category for an airplane. “An airplane is a vehicle.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible.
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#20 Names Class for Juice
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category juice belongs to. ”What is juice?/What category is juice?”
Learner should name the correct category for juice. “Juice is a drink.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many beverages as you can!”. This may expedite mastery!
Make sure to work on members of other classes (food, electronics, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#21 Names Class for Toaster
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a toaster belongs to. ”What is a toaster?/What category is a toaster?”
Learner should name the correct category for a toaster. “A toaster is a kitchen appliance.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many kitchen appliances as you can!”. This may expedite mastery!
Make sure to work on members of other classes (beverages, electronics, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#22 Names Class for Alligator
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category an alligator belongs to. ”What is an alligator?/What category is an alligator?”
Learner should name the correct category for an alligator. “An alligator is an animal.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many reptiles as you can!”. This may expedite mastery!
Make sure to work on members of other classes (beverages, kitchen appliances, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#23 Names Class for Smartphone
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a smartphone belongs to. ”What is a smartphone?/What category is a smartphone?”
Learner should name the correct category for a smartphone. “A smartphone is an electronic device.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many electronic devices as you can!”. This may expedite mastery!
Make sure to work on members of other classes (beverages, kitchen appliances, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#24 Names Class for Mac and Cheese
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category mac and cheese belongs to. ”What is mac and cheese?/What category is mac and cheese?”
Learner should name the correct category for mac and cheese. “Mac and cheese is a food.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many foods as you can!”. This may expedite mastery!
Make sure to work on members of other classes (beverages, kitchen appliances, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#25 Names Class for Kid's Wagon
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a kid's wagon belongs to. ”What is a kid's wagon?/What category is a kid's wagon?”
Learner should name the correct category for a kid's wagon. “A kid's wagon is a toy.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many toys as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#26 Names Class for Car
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a car belongs to. ”What is a car?/What category is a car?”
Learner should name the correct category for a car. “A car is a vehicle.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many vehicles as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#27 Names Class for Water
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category water belongs to. ”What is water?/What category is water?”
Learner should name the correct category for water. “Water is a drink.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many liquids as you can!”. This may expedite mastery!
Make sure to work on members of other classes (toys, vehicles, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#28 Names Class for Sink
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a sink belongs to. ”What is a sink?/What category is a sink?”
Learner should name the correct category for a sink. “A sink is a bathroom item.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many bathroom items as you can!”. This may expedite mastery!
Make sure to work on members of other classes (toys, vehicles, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#29 Names Class for Range
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a range belongs to. ”What is a range?/What category is a range?”
Learner should name the correct category for a range. “A range is a kitchen appliance.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many kitchen appliances as you can!”. This may expedite mastery!
Make sure to work on members of other classes (toys, vehicles, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#30 Names Class for Duck
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a duck belongs to. ”What is a duck?/What category is a duck?”
Learner should name the correct category for a duck. “A duck is a bird/animal.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many birds as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#31 Names Class for Printer
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a printer belongs to. ”What is a printer?/What category is a printer?”
Learner should name the correct category for a printer. “A printer is an electronic device.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many electronic devices as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#32 Names Class for Pizza Rolls
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category pizza rolls belong to. ”What are pizza rolls?/What category are pizza rolls?”
Learner should name the correct category for pizza rolls. “Pizza rolls are a food.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many foods as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#33 Names Class for Blocks
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category blocks belong to. ”What are blocks?/What category are blocks?”
Learner should name the correct category for blocks. “Blocks are toys.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many toys as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#34 Names Class for Toilet Paper
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category toilet paper belongs to. ”What is toilet paper?/What category is toilet paper?”
Learner should name the correct category for toilet paper. “Toilet paper is a bathroom item.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many items as possible. Ex: “Name as many bathroom items as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#35 Names Class for Cow
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a cow belongs to. ”What is a cow?/What category is a cow?”
Learner should name the correct category for a cow. “A cow is an animal.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many animals as possible. Ex: “Name as many farm animals as you can!”. This may expedite mastery!
Make sure to work on members of other classes (food, electronics, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#36 Names Class for Hot Dogs
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category hot dogs belong to. ”What are hot dogs?/What category are hot dogs?”
Learner should name the correct category for hot dogs. “Hot dogs are a food.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many foods as possible. Ex: “Name as many types of sandwiches as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#37 Names Class for Refrigerator
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a refrigerator belongs to. ”What is a refrigerator?/What category is a refrigerator?”
Learner should name the correct category for a refrigerator. “A refrigerator is a kitchen appliance.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many kitchen appliances as possible. Ex: “Name as many appliances you can find in the kitchen!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#38 Names Class for Toy Instruments
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category toy instruments belong to. ”What are toy instruments?/What category are toy instruments?”
Learner should name the correct category for toy instruments. “Toy instruments are toys.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many toys as possible. Ex: “Name as many musical instruments as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#39 Names Class for Boat
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a boat belongs to. ”What is a boat?/What category is a boat?”
Learner should name the correct category for a boat. “A boat is a vehicle.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many vehicles as possible. Ex: “Name as many modes of transportation as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#40 Names Class for Salad
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a salad belongs to. ”What is a salad?/What category is a salad?”
Learner should name the correct category for a salad. “A salad is a food.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many foods as possible. Ex: “Name as many types of salads as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, toys, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#41 Names Class for Wooden Trains
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category wooden trains belong to. ”What are wooden trains?/What category are wooden trains?”
Learner should name the correct category for wooden trains. “Wooden trains are toys.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many toys as possible. Ex: “Name as many types of trains as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#42 Names Class for Milk
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category milk belongs to. ”What is milk?/What category is milk?”
Learner should name the correct category for milk. “Milk is a drink.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many beverages as possible. Ex: “Name as many types of milk as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, toys, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#43 Names Class for Cupboard
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a cupboard belongs to. ”What is a cupboard?/What category is a cupboard?”
Learner should name the correct category for a cupboard. “A cupboard is a kitchen item.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many furniture items as possible. Ex: “Name as many pieces of bedroom furniture as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#44 Names Class for Ice Cream Sundae
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category an ice cream sundae belongs to. ”What is an ice cream sundae?/What category is an ice cream sundae?”
Learner should name the correct category for an ice cream sundae. “An ice cream sundae is a dessert.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many desserts as possible. Ex: “Name as many types of ice cream sundaes as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, toys, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#45 Names Class for Action Figures
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category action figures belong to. ”What are action figures?/What category are action figures?”
Learner should name the correct category for action figures. “Action figures are toys.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many toys as possible. Ex: “Name as many types of action figures as you can!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#46 Names Class for Coffee
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category coffee belongs to. ”What is coffee?/What category is coffee?”
Learner should name the correct category for coffee. “Coffee is a drink.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many beverages as possible. Ex: “Name as many types of coffee as you can!”. This may expedite mastery!
Make sure to work on members of other classes (toys, kitchen items, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#47 Names Class for Dish Rack
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a dish rack belongs to. ”What is a dish rack?/What category is a dish rack?”
Learner should name the correct category for a dish rack. “A dish rack is a kitchen item.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many kitchen items as possible. Ex: “Name as many items you can find in the kitchen!”. This may expedite mastery!
Make sure to work on members of other classes (toys, food, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#48 Names Class for Banana
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category a banana belongs to. ”What is a banana?/What category is a banana?”
Learner should name the correct category for a banana. “A banana is a fruit.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many fruits as possible. Ex: “Name as many types of bananas as you can!”. This may expedite mastery!
Make sure to work on members of other classes (toys, kitchen items, etc.) so the learner’s responses do not become rote.
Materials
Research/Resources
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#49 Names Class for Pop/Soda
How to Run
Gain the attention and motivation of the learner.
Ask them to name the category pop/soda belongs to. ”What is pop/soda?/What category is pop/soda?”
Learner should name the correct category for pop/soda. “Pop/soda is a drink.”
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, work on multiple items from that same class and work on having them name as many beverages as possible. Ex: “Name as many types of pop/soda as you can!”. This may expedite mastery!
Make sure to work on members of other classes (toys, kitchen items, etc.) so the learner’s responses do not become rote.
Materials
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.
FFC-Sorts FFC Items By Class
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!
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)
Receptively IDs Common Items in 2D Array
Labels Common Items 1.0
Labels Multiple Examples of Common Items 1.0
FFC-Labels Common Features 
FFC-Labels Common Functions and Actions
FFC-Labels Common Classes in 2D Array 
FFC-Names Item Given Class (IV)
FFC-Matches Common Classes in 2D Array (Identical)
FFC-Receptively IDs Common Classes in 2D Array
FFC-Names Item Given Functions/Actions (IV)
FFC-Names Item Given Feature (IV)