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.
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.
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#1 Names Function(s)/Action(s) of a Bear
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a bear. “Hey, what does a bear do?”
Learner should name at least one common function/action for that item/animal. Ex: “Growls, eats honey, climbs, 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 the item you are targeting. 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 Function(s)/Action(s) of an Elephant
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of an elephant. “Hey, what does a elephant do?”
Learner should name at least one common function/action for that item/animal. “Sprays water, 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 the item you are targeting. 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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#3 Names Function(s)/Action(s) of Shark
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of an shark. “Hey, what does a shark do?”
Learner should name at least one common function/action that item/animal. “Swims, eats other fish, 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 the item you are targeting. 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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#4 Names Function(s)/Action(s) of Turtle
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of an turtle. “Hey, what does a turtle do?”
Learner should name at least one common function/action that item/animal. “Swims, sits on a log, 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 the item you are targeting. 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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#5 Names Function(s)/Action(s) of Alligator
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of an alligator. “Hey, what does an alligator do?”
Learner should name at least one common function/action that item/animal. “Swims in a swamp, 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 the item you are targeting. 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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#6 Names Function(s)/Action(s) of Cow
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a cow “Hey, what does a cow do?”
Learner should name at least one common function/action for that item/animal. “Eats grass, makes milk, 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 the item you are targeting. 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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#7 Names Function(s)/Action(s) of Crab
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a crab “Hey, what does a crab do?”
Learner should name at least one common function/action for that item/animal. “Pinches things, digs in the sand, 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 the item you are targeting. 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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#8 Names Function(s)/Action(s) of TV
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a TV. “Hey, what is a TV for?”
Learner should name at least one common function/action for that item. “Watching Movies, Playing Video Games, 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 the item you are targeting. 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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#9 Names Function(s)/Action(s) of Tablet
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a tablet. “Hey, what is a tablet for?”
Learner should name at least one common function/action for that item/animal. “Watching videos, playing games, 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 the item you are targeting. 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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#10 Names Function(s)/Action(s) of Duck
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a duck. “Hey, what does a duck do?”
Learner should name at least one common function/action for that item/animal. “Quacks, waddles, 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 the item you are targeting. 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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#11 Names Function(s)/Action(s) of Smartphone
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a smartphone. “Hey, what is a smartphone for?”
Learner should name at least one common function/action for that item/animal. “Calling, texting, 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 the item you are targeting. 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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#12 Names Function(s)/Action(s) of Printer
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a printer. “Hey, what is a printer for?”
Learner should name at least one common function/action for that item/animal. “Printing pictures, copying papers, 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 the item you are targeting. 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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#13 Names Function(s)/Action(s) of Pizza
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a pizza. “Hey, what is a pizza for?”
Learner should name at least one common function/action for that item/animal. “Eating, slicing, 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 the item you are targeting. 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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#14 Names Function(s)/Action(s) of Chicken Nuggets
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of chicken nuggets. “Hey, what are chicken nuggets for?”
Learner should name at least one common function/action for that item/animal. “Eating, dipping in 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 the item you are targeting. 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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#15 Names Function(s)/Action(s) of Mac N Cheese
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of mac n cheese. “Hey, what is mac n cheese for?”
Learner should name at least one common function/action for that item/animal. “Eating, putting cheese on, 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 the item you are targeting. 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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#16 Names Function(s)/Action(s) of Pizza Rolls
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of pizza rolls. “Hey, what are pizza rolls for?”
Learner should name at least one common function/action for that item/animal. “Eating, microwaving, 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 the item you are targeting. 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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#17 Names Function(s)/Action(s) of Hot Dogs
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of hot dogs. “Hey, what are hot dogs for?”
Learner should name at least one common function/action that item/animal. “Eating, putting ketchup on, 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 the item you are targeting. 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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#18 Names Function(s)/Action(s) of Pancakes
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of pancakes. “Hey, what are pancakes for?”
Learner should name at least one common function/action for that item/animal. “Eating, putting syrup on, 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 the item you are targeting. 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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#19 Names Function(s)/Action(s) of Salad
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a salad. “Hey, what is salad for?”
Learner should name at least one common function/action for that item/animal. “Eating, putting dressing on, 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 the item you are targeting. 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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#20 Names Function(s)/Action(s) of Ice Cream Sundae
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of an ice cream sundae. “Hey, what is an ice cream sundae for?”
Learner should name at least one common function/action for that item/animal. “Eating, putting toppings on, 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 the item you are targeting. 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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#21 Names Function(s)/Action(s) of Banana
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a banana. “Hey, what is a banana for?”
Learner should name at least one common function/action for that item/animal. “Eating, peeling, 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 the item you are targeting. 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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#22 Names Function(s)/Action(s) of PB & J
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a PB & J. “Hey, what is PB&J for?”
Learner should name at least one common function/action for that item/animal. “Eating, spreading jelly, 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 the item you are targeting. 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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#23 Names Function(s)/Action(s) of Pop Up Toy
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a pop up toy. “Hey, what is a pop up toy for?”
Learner should name at least one common function/action for that item/animal. “Playing, winding up, 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 the item you are targeting. 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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#24 Names Function(s)/Action(s) of Wagon
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a wagon. “Hey, what is a wagon for?”
Learner should name at least one common function/action for that item/animal. “Riding, pulling, 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 the item you are targeting. 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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#25 Names Function(s)/Action(s) of Blocks
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of blocks. “Hey, what are blocks for?”
Learner should name at least one common function/action for that item/animal. “Stacking, knocking over, 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 the item you are targeting. 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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#26 Names Function(s)/Action(s) of Magnet Tiles
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of magnet tiles. “Hey, what are magnet tiles for?”
Learner should name at least one common function/action for that item/animal. “Playing, connecting, building, 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 the item you are targeting. 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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#27 Names Function(s)/Action(s) of Legos
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of Legos. “Hey, what are Legos for?”
Learner should name at least one common function/action for that item/animal. “Building, playing, stacking, 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 the item you are targeting. 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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#28 Names Function(s)/Action(s) of Action Figures
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of action figures. “Hey, what are action figures for?”
Learner should name at least one common function/action for that item/animal. “Playing, jumping, running, 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 the item you are targeting. 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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#29 Names Function(s)/Action(s) of Guitar
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a guitar. “Hey, what is a guitar for?”
Learner should name at least one common function/action for that item/animal. “Playing music, strumming, 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 the item you are targeting. 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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#30 Names Function(s)/Action(s) of Piano
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a piano. “Hey, what is a piano for?”
Learner should name at least one common function/action for that item/animal. “PLaying music, pushing keys, 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 the item you are targeting. 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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#31 Names Function(s)/Action(s) of Car
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a car. “Hey, what is a car for?”
Learner should name at least one common function/action for that item/animal. “Riding, driving, 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 the item you are targeting. 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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#32 Names Function(s)/Action(s) of Train
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a train. “Hey, what is a train for?”
Learner should name at least one common function/action for that item/animal. “Riding, rolling, 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 the item you are targeting. 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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#33 Names Function(s)/Action(s) of Motorcycle
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a motorcycle. “Hey, what is a motorcycle for?”
Learner should name at least one common function/action for that item/animal. “Driving, riding, 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 the item you are targeting. 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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#34 Names Function(s)/Action(s) of Airplane
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of an airplane. “Hey, what is an airplane for?”
Learner should name at least one common function/action for that item/animal. “Riding, flying, 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 the item you are targeting. 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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#35 Names Function(s)/Action(s) of Boat
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a boat. “Hey, what is a boat for?”
Learner should name at least one common function/action for that item/animal. “Riding, floating, 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 the item you are targeting. 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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#36 Names Function(s)/Action(s) of Sink
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a sink. “Hey, what is a sink for?”
Learner should name at least one common function/action for that item/animal. “Washing hands, washing 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 the item you are targeting. 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
‣
#37 Names Function(s)/Action(s) of Toilet
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a toilet. “Hey, what is a toilet for?”
Learner should name at least one common function/action for that item/animal. “Using the bathroom, flushing, 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 the item you are targeting. 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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#38 Names Function(s)/Action(s) of Shower
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a shower. “Hey, what is a shower for?”
Learner should name at least one common function/action for that item/animal. “Getting wet, cleaning hair, 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 the item you are targeting. 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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#39 Names Function(s)/Action(s) of Toilet Paper
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a toilet paper. “Hey, what is toilet paper for?”
Learner should name at least one common function/action that item/animal. “Wiping, blowing nose, flushing, 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 the item you are targeting. 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
‣
#40 Names Function(s)/Action(s) of Water
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of water. “Hey, what is water for?”
Learner should name at least one common function/action for that item/animal. “Drinking, splashing, washing, 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 the item you are targeting. 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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#41 Names Function(s)/Action(s) of Milk
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of milk. “Hey, what is milk for?”
Learner should name at least one common function/action for that item/animal. “Drinking, pouring into a cup, 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 the item you are targeting. 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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#42 Names Function(s)/Action(s) of Orange Juice
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of orange juice. “Hey, what is orange juice for?”
Learner should name at least one common function/action for that item/animal. “Drinking, pouring into a cup, 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 the item you are targeting. 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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#43 Names Function(s)/Action(s) of Coffee
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of coffee. “Hey, what is coffee for?”
Learner should name at least one common function/action for that item/animal. “Drinking, brewing, pouring into a cup, 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 the item you are targeting. 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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#44 Names Function(s)/Action(s) of Soda/Pop
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of soda/pop. “Hey, what is soda/pop for?”
Learner should name at least one common function/action for that item/animal. “Drinking, pouring into a cup, 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 the item you are targeting. 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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#45 Names Function(s)/Action(s) of Oven
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of an oven. “Hey, what is an oven for?”
Learner should name at least one common function/action for that item/animal. “Baking, cooking, heating, 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 the item you are targeting. 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
‣
#46 Names Function(s)/Action(s) of Cupboard
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a cupboard. “Hey, what is a cupboard for?”
Learner should name at least one common function/action for that item/animal. “Keeping plates/cups/bowls, opening, storing, 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 the item you are targeting. 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
‣
#47 Names Function(s)/Action(s) of Fridge
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a fridge. “Hey, what is a fridge for?”
Learner should name at least one common function/action for that item/animal. “Keeping things cold, storing food, opening, 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 the item you are targeting. 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
‣
#48 Names Function(s)/Action(s) of Stove/Range
How to Run
Gain the attention and motivation of the learner.
Ask them to name the functions/actions of a stove/range. “Hey, what is a stove/range for?”
Learner should name at least one common function/action for that item/animal. “Cooking, heating, 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 the item you are targeting. 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
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-Names Features Given Item (IV)
Filling In Common Songs
Filling In Common Phrases 
Filling In Personal Information
Filling in Familiar People 
FFC-Matches Common Functions in 2D Array (Identical)
FFC-Receptively IDs Common Functions and Actions in 2D Array
FFC-Labels Common Functions and Actions
FFC-Names Item Given Functions/Actions (IV)