Below is a general skill sequence for helping name common features for common items.
Once our learners have nailed down the art of tackling "what" questions and the concept of features becomes second nature to them, it's time to up the ante. We're going to bridge the gap from simply recognizing features to identifying them based on the item's name alone. This sequence is all about fine-tuning those identification skills, paving the way to deeper understanding and use of language. As our learners master this skill, this may open the door to the exciting world of functions, classes, and the items that fall within them.
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 …)
Listener Responding By Function, Feature, and Class, LRFFC 9-M, Selects an item given 3 different verbal statements about each item when independently presented (e.g., Find an
animal. What barks? What has paws?) for 25 items.
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, HM22, Lists objects found in different rooms
Money, MO1, Sorts money
Laundry, LY1, Sorts laundry by color
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
4 years, Language/Communication Milestones, Answers simple questions like “What is a coat for?” or “What is a crayon for?”
5 years, Language/Communication Milestones, Answers simple questions about a book or story after you read or tell it to him
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 identify the corresponding features of an item when asked to do so for 15 common items.
Learner will intraverbally identify the corresponding features of an item when asked to do so for 25 common items.
Learner will intraverbally identify the corresponding features of an item when asked to do so for 50 common items.
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 name 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.
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#1 Names Features of a Bear
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a bear. “Hey, what does a bear have?””
Learner should name 2-3 common features that a bear possesses. “Brown fur, big claws, big teeth.”
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a bear. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Materials
Research/Resources
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#2 Names Features of an Elephant
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of an elephant. "Hey, what does an elephant have?"
Learner should name 2-3 common features that an elephant possesses. "Big ears, a long trunk, gray skin."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of an elephant. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#3 Names Features of a Shark
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a shark. "Hey, what does a shark have?"
Learner should name 2-3 common features that a shark possesses. "Sharp teeth, fins, a dorsal fin."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a shark. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#4 Names Features of a Turtle
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a turtle. "Hey, what does a turtle have?"
Learner should name 2-3 common features that a turtle possesses. "A shell, four legs, a head."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a turtle. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#5 Names Features of an Alligator
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of an alligator. "Hey, what does an alligator have?"
Learner should name 2-3 common features that an alligator possesses. "Sharp teeth, a long tail, scaly skin."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of an alligator. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#6 Names Features of a Cow
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a cow. "Hey, what does a cow have?"
Learner should name 2-3 common features that a cow possesses. "Spots, four legs, a tail."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a cow. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#7 Names Features of a Crab
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a crab. "Hey, what does a crab have?"
Learner should name 2-3 common features that a crab possesses. "Claws, a hard shell, multiple legs."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a crab. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#8 Names Features of a TV
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a TV. "Hey, what does a TV have?"
Learner should name 2-3 common features that a TV possesses. "A screen, buttons, an antenna."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a TV. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#9 Names Features of a Tablet
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a tablet. "Hey, what does a tablet have?"
Learner should name 2-3 common features that a tablet possesses. "A touch screen, a thin design, buttons."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a tablet. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#10 Names Features of a Duck
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a duck. "Hey, what does a duck have?"
Learner should name 2-3 common features that a duck possesses. "Feathers, a beak, webbed feet."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a duck. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#11 Names Features of a Printer
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a printer. "Hey, what does a printer have?"
Learner should name 2-3 common features that a printer possesses. "Buttons, paper slots, ink cartridges."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a printer. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#12 Names Features of a Pizza
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a pizza. "Hey, what does a pizza have?"
Learner should name 2-3 common features that a pizza possesses. "Cheese, sauce, toppings."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a pizza. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#13 Names Features of Chicken Nuggets
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of chicken nuggets. "Hey, what do chicken nuggets have?"
Learner should name 2-3 common features that chicken nuggets possess. "Breaded, bite-sized, fried."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of chicken nuggets. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#14 Names Features of Mac N' Cheese
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of mac n' cheese. "Hey, what does mac n' cheese have?"
Learner should name 2-3 common features that mac n' cheese possesses. "Cheesy sauce, pasta."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of mac n' cheese. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#15 Names Features of Pizza Rolls
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of pizza rolls. "Hey, what do pizza rolls have?"
Learner should name 2-3 common features that pizza rolls possess. "Bite-sized, filled with cheese and sauce, etc."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of pizza rolls. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#16 Names Features of Hot Dogs
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of hot dogs. "Hey, what do hot dogs have?"
Learner should name 2-3 common features that hot dogs possess. "Long, on a bun, has ketchup, etc."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of hot dogs. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#17 Names Features of Pancakes
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of pancakes. "Hey, what do pancakes have?"
Learner should name 2-3 common features that pancakes possess. "Round, flat, has syrup, etc."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of pancakes. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#18 Names Features of a Salad
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a salad. "Hey, what does a salad have?"
Learner should name 2-3 common features that a salad possesses. "Lettuce, tomatoes, cucumbers, etc."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a salad. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#19 Names Features of an Ice Cream Sundae
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of an ice cream sundae. "Hey, what does an ice cream sundae have?"
Learner should name 2-3 common features that an ice cream sundae possesses. "Ice cream, toppings, a cherry, etc."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of an ice cream sundae. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#20 Names Features of a Banana
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a banana. "Hey, what does a banana have?"
Learner should name 2-3 common features that a banana possesses. "Yellow, curved, peels."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a banana. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#21 Names Features of a PB & J
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a PB & J. "Hey, what does a PB & J have?"
Learner should name 2-3 common features that a PB & J possesses. "Made of bread, has peanut butter and jelly."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a PB & J. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#22 Names Features of a Pop-Up Toy
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a Pop-Up Toy. "Hey, what does a Pop-Up Toy have?"
Learner should name 2-3 common features that a Pop-Up Toy possesses. "Spring-loaded, pops up, colorful."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a Pop-Up Toy. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#23 Names Features of a Wagon
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a Wagon. "Hey, what does a Wagon have?"
Learner should name 2-3 common features that a Wagon possesses. "Four wheels, handle, open bed."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a Wagon. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#24 Names Features of Blocks
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of Blocks. "Hey, what do Blocks have?"
Learner should name 2-3 common features that Blocks possess. "Rectangular shape, different colors, stackable."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of Blocks. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#25 Names Features of Magnet Tiles
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of magnet tiles. "Hey, what do magnet tiles have?"
Learner should name 2-3 common features that magnet tiles possess. "Magnetic, colorful, different shapes."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of magnet tiles. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#26 Names Features of Legos
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of Legos. "Hey, what do Legos have?"
Learner should name 2-3 common features that Legos possess. "Interlocking, different colors, stackable."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of Legos. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#27 Names Features of Action Figures
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of action figures. "Hey, what do action figures have?"
Learner should name 2-3 common features that action figures possess. "Moveable, detailed, different characters."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of action figures. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#28 Names Features of a Guitar
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a guitar. "Hey, what does a guitar have?"
Learner should name 2-3 common features that a guitar possesses. "Strings, frets, a body."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a guitar. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#29 Names Features of a Piano
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a piano. "Hey, what does a piano have?"
Learner should name 2-3 common features that a piano possesses. "Keys, pedals, a soundboard."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a piano. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#30 Names Features of a Car
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a car. "Hey, what does a car have?"
Learner should name 2-3 common features that a car possesses. "Wheels, engine, seats."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a car. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#31 Names Features of a Train
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a train. "Hey, what does a train have?"
Learner should name 2-3 common features that a train possesses. "Tracks, locomotive, cars."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a train. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#32 Names Features of a Motorcycle
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a motorcycle. "Hey, what does a motorcycle have?"
Learner should name 2-3 common features that a motorcycle possesses. "Two wheels, engine, handlebars."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a motorcycle. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#33 Names Features of an Airplane
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of an airplane. "Hey, what does an airplane have?"
Learner should name 2-3 common features that an airplane possesses. "Wings, fuselage, cockpit."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of an airplane. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#34 Names Features of a Boat
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a boat. "Hey, what does a boat have?"
Learner should name 2-3 common features that a boat possesses. "Hull, deck, oars or engine."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a boat. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#35 Names Features of a Sink
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a sink. "Hey, what does a sink have?"
Learner should name 2-3 common features that a sink possesses. "Faucet, basin, drain."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a sink. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#36 Names Features of a Toilet
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a toilet. "Hey, what does a toilet have?"
Learner should name 2-3 common features that a toilet possesses. "Bowl, flush handle, seat."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a toilet. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#37 Names Features of a Shower
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a shower. "Hey, what does a shower have?"
Learner should name 2-3 common features that a shower possesses. "Faucet, showerhead, drain."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a shower. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#38 Names Features of Toilet Paper
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of toilet paper. "Hey, what does toilet paper have?"
Learner should name 2-3 common features that toilet paper possesses. "Soft, tearable, roll."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of toilet paper. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#39 Names Features of Water
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of water. "Hey, what does water have?"
Learner should name 2-3 common features that water possesses. "Liquid, transparent, etc."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of water. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#40 Names Features of Milk
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of milk. "Hey, what does milk have?"
Learner should name 2-3 common features that milk possesses. "Liquid, white color, creamy texture."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of milk. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#41 Names Features of Orange Juice
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of orange juice. "Hey, what does orange juice have?"
Learner should name 2-3 common features that orange juice possesses. "Liquid, orange color, citrus taste."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of orange juice. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#42 Names Features of Coffee
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of coffee. "Hey, what does coffee have?"
Learner should name 2-3 common features that coffee possesses. "Liquid, brown color, caffeinated."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of coffee. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#43 Names Features of Soda/Pop
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of soda/pop. "Hey, what does soda/pop have?"
Learner should name 2-3 common features that soda/pop possesses. "Carbonated, flavored, comes in a can or bottle."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of soda/pop. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
‣
#44 Names Features of an Oven
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of an oven. "Hey, what does an oven have?"
Learner should name 2-3 common features that an oven possesses. "Temperature control, bake setting, cooking racks, warm food."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of an oven. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#45 Names Features of a Cupboard
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a cupboard. "Hey, what does a cupboard have?"
Learner should name 2-3 common features that a cupboard possesses. "Doors, shelves, storage space, food, dishes, etc."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a cupboard. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#46 Names Features of a Fridge
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a fridge. "Hey, what does a fridge have?"
Learner should name 2-3 common features that a fridge possesses. "Doors, shelves, has cold food."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a fridge. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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#47 Names Features of a Stove/Range
How to Run
Gain the attention and motivation of the learner.
Ask them to name the features of a stove/range. "Hey, what does a stove/range have?"
Learner should name 2-3 common features that a stove/range possesses. "Burners, oven, flame, is hot."
Reinforce accordingly.
Additional Notes
In the beginning stages, it may be helpful to have multiple pictures present of different items with one being a picture of a stove/range. As the learner becomes more fluent in the skill, you can fade these visual aids.
Remember to introduce multiple targets like this so the learner's responses do not become rote.
Materials
None
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.
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-Names Item Given Feature (IV)
FFC -Matches Common Features in 2D Array (Identical)
FFC-Receptively IDs Common Features in 2D Array 
FFC-Labels Common Features (3 Examples)
FFC-Receptively IDs Item Given Feature in 2D Array
FFC-Names Functions/Actions Given Item (IV)