Below is a general skill sequence for helping learners identify the functions and actions for common items.
As kiddos gain fluency in identifying features and labeling the corresponding items, we may begin introducing the dynamic concept of functions and actions associated with these items. This is a linguistic dance, where the name of an item cues a choreography of functions and actions for the learner. We'll start with naming the actions items perform, a fundamental step towards a more intricate dialogue. Then, as fluency builds, we'll flip the script: the functions and actions will take center stage.
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 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.
- Listener Responding By Function, Feature, and Class, LRFFC 12-M, Selects items from a book based on 2 verbal components: either a feature (e.g., color), function (e.g., draw with), or class (e.g., clothing) for 25 LRFFC tasks. (e.g.. Do you see a brown animal? Can you find some clothing with buttons?)
AFLS (Assessment of Functional Living Skills)
- Basic Communication, BC11, Labels common actions observed in home, school, or community setting
- Basic Communication, BC17, Answers "What" questions regarding home, school and community (e.g. "what" questions regarding items found in the home, school and community)
- Dressing, DR25, Identifies clothes worn for different settings and occasions
- Tools, TO30, States functions of job-related tools and equipment
- Custodial and Cleaning, CS25, Identifies appropriate chemicals or solutions for various cleaning tasks
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 function or action an item performs given 15 common items.
- Learner will intraverbally identify the function or action an item performs given 25 common items.
- Learner will intraverbally identify the function or action an item performs given 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.
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 1.0FFC-Labels Common FFC Item (Coming Soon!)
FFC-Labels Common Features 
FFC-Names Item Given Feature (IV)
FFC-Names Features Given Item (IV)
Filling In Common Songs
Filling In Common Phrases 
Filling In Personal Information
Filling in Familiar People Answers Personal/Safety Questions (Coming Soon!)
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to label functions and actions. 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.
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.
FFC-Matches Common Functions in 2D Array (Identical)
FFC-Receptively IDs Common Functions and Actions in 2D Array
FFC-Labels Common Functions and ActionsFFC-Names Item Given Feature (IV)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.
FFC-Names Item Given Functions/Actions (IV)Follow the link below to better understand component-composite analysis.
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