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.
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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