Below is a general skill sequence for helping learners receptively identify common items in preparation for FFC training.
This skill area seeks to train the learner on intraverbally identifying an item (or items) when given information regarding the item’s class or category. The learner should likely be versed in the receptive identification of 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 8-M, Completes 25 different fill-in blank phrases (not including
songs) (e.g., You eat…You sleep in a …Shoes and…)
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, BC9, Labels common objects
Community Knowledge, CK17, Identifies items in the community
Household Mechanics, HM22, Lists objects found in different 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 15 common FFC items when given only information about the class or category the items belong to.
Learner will intraverbally name 25 common FFC items when given only information about the class or category the items belong to.
Learner will intraverbally name 50 common FFC items when given only information about the class or category the items belong to.
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 items. 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 Bear Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an animal/find the animals. ”Can you name some animals?”
Learner should name a bear (and/or other animals if applicable).
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 animals for me as you can!”. This may expedite mastery!
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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#2 Names Elephant Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an animal/find the animals. ”Can you name some animals?”
Learner should name an elephant (and/or other animals if applicable).
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 animals for me as you can!”. This may expedite mastery!
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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#3 Names Shark Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an animal/find the animals. ”Can you name some animals?”
Learner should name a shark (and/or other animals if applicable).
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 animals for me as you can!”. This may expedite mastery!
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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#4 Names Turtle Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an animal/find the animals. ”Can you name some animals?”
Learner should name a turtle (and/or other animals if applicable).
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 animals for me as you can!”. This may expedite mastery!
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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#5 Names Alligator Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an animal/find the animals. ”Can you name some animals?”
Learner should name a alligator (and/or other animals if applicable).
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 animals for me as you can!”. This may expedite mastery!
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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#6 Names Duck Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an animal/find the animals. ”Can you name some animals?”
Learner should name a duck (and/or other animals if applicable).
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 animals for me as you can!”. This may expedite mastery!
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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#7 Names Cow Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an animal/find the animals. ”Can you name some animals?”
Learner should name a cow (and/or other animals if applicable).
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 animals for me as you can!”. This may expedite mastery!
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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#8 Names Crab Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an animal/find the animals. ”Can you name some animals?”
Learner should name a crab (and/or other animals if applicable).
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 animals for me as you can!”. This may expedite mastery!
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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#9 Names TV Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an electronic/find the electronics. ”Can you name some electronics?”
Learner should name a TV (and/or other electronics if applicable).
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 electronics for me 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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#10 Names Computer Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an electronic/find the electronics. ”Can you name some electronics?”
Learner should name a computer (and/or other electronics if applicable).
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 electronics for me 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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#11 Names Tablet Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an electronic/find the electronics. ”Can you name some electronics?”
Learner should name a tablet (and/or other electronics if applicable).
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 electronics for me 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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#12 Names Smartphone Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an electronic/find the electronics. ”Can you name some electronics?”
Learner should name a smartphone (and/or other electronics if applicable).
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 electronics for me 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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#13 Names Printer Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name an electronic/find the electronics. ”Can you name some electronics?”
Learner should name a printer (and/or other electronics if applicable).
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 electronics for me 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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#14 Names Pizza Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a food/find the food. ”Can you name some foods?”
Learner should name a pizza (and/or other food if applicable).
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 for me 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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#15 Names Chicken Nugget(s) Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a food/find the food. ”Can you name some foods?”
Learner should name chicken nugget(s) (and/or other food if applicable).
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 for me 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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#16 Names Mac N’ Cheese Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a food/find the food. ”Can you name some foods?”
Learner should name mac n cheese (and/or other food if applicable).
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 for me 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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#17 Names Pizza Rolls Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a food/find the food. ”Can you name some foods?”
Learner should name pizza rolls (and/or other food if applicable).
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 for me 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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#18 Names Hot Dogs Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a food/find the food. ”Can you name some foods?”
Learner should name hot dogs (and/or other food if applicable).
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 for me 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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#19 Names Pancakes Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a food/find the food. ”Can you name some foods?”
Learner should name pancakes (and/or other food if applicable).
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 for me 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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#20 Names Salad Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a food/find the food. ”Can you name some foods?”
Learner should name salad (and/or other food if applicable).
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 for me 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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#21 Names Ice Cream Sundae Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a food/find the food. ”Can you name some foods?”
Learner should name ice cream sundae (and/or other food if applicable).
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 for me 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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#22 Names Banana Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a food/find the food. ”Can you name some foods?”
Learner should name banana (and/or other food if applicable).
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 for me 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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#23 Names PB&J Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a food/find the food. ”Can you name some foods?”
Learner should name pizza rolls (and/or other food if applicable).
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 for me 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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#24 Names Pop Up Toy Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a toy/find the toys. ”Can you name some toys?”
Learner should name a pop up toy (and/or other toys if applicable).
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 for me 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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#25 Names Wagon Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a toy/find the toys. ”Can you name some toys?”
Learner should name a wagon (and/or other toys if applicable).
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 for me 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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#26 Names Hot Wheels Car Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a toy/find the toys. ”Can you name some toys?”
Learner should name Hot Wheels Car (and/or other toys if applicable).
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 for me 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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#27 Names Block(s) Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a toy/find the toys. ”Can you name some toys?”
Learner should name block(s) (and/or other toys if applicable).
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 for me 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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#28 Names Magnet Tiles Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a toy/find the toys. ”Can you name some toys?”
Learner should name magnet tiles (and/or other toys if applicable).
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 for me 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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#29 Names Toy Trains Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a toy/find the toys. ”Can you name some toys?”
Learner should name toy trains (and/or other toys if applicable).
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 for me 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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#30 Names Legos Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a toy/find the toys. ”Can you name some toys?”
Learner should name Legos (and/or other toys if applicable).
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 for me 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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#31 Names Action Figures Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a toy/find the toys. ”Can you name some toys?”
Learner should name action figures (and/or other toys if applicable).
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 for me 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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#32 Names Toy Instrument(s) Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a toy/find the toys. ”Can you name some toys?”
Learner should name toy instrument(s) (and/or other toys if applicable).
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 for me 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 Car Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a vehicle/find the vehicles. ”Can you name some vehicles?”
Learner should name a car (and/or other vehicles if applicable).
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 for me 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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#34 Names Train Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a vehicle/find the vehicles. ”Can you name some vehicles?”
Learner should name a train (and/or other vehicles if applicable).
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 for me 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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#35 Names Motorcycle Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a vehicle/find the vehicles. ”Can you name some vehicles?”
Learner should name a motorcycle (and/or other vehicles if applicable).
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 for me 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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#36 Names Airplane Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a vehicle/find the vehicles. ”Can you name some vehicles?”
Learner should name an airplane (and/or other vehicles if applicable).
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 for me 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 Boat Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a vehicle/find the vehicles. ”Can you name some vehicles?”
Learner should name a boat (and/or other vehicles if applicable).
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 for me 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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#38 Names Toilet Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a bathroom item/find the bathroom items. ”Can you name some bathroom items?”
Learner should name a toilet (and/or other bathroom items if applicable).
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 for me 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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#39 Names Sink Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a bathroom item/find the bathroom items. ”Can you name some bathroom items?”
Learner should name a sink (and/or other bathroom items if applicable).
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 for me 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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#40 Names Shower Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a bathroom item/find the bathroom items. ”Can you name some bathroom items?”
Learner should name a shower (and/or other bathroom items if applicable).
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 for me 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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#41 Names Toilet Paper Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a bathroom item/find the bathroom items. ”Can you name some bathroom items?”
Learner should name toilet paper (and/or other bathroom items if applicable).
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 for me 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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#42 Names Water Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a drink/find the drinks. ”Can you name some drinks?”
Learner should name water (and/or other drinks if applicable).
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 drinks for me 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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#43 Names Juice Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a drink/find the drinks. ”Can you name some drinks?”
Learner should name juice (and/or other drinks if applicable).
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 drinks for me 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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#44 Names Milk Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a drink/find the drinks. ”Can you name some drinks?”
Learner should name milk (and/or other drinks if applicable).
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 drinks for me 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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#45 Names Coffee Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a drink/find the drinks. ”Can you name some drinks?”
Learner should name coffee (and/or other drinks if applicable).
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 drinks for me 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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#46 Names Pop Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a drink/find the drinks. ”Can you name some drinks?”
Learner should name pop (and/or other drinks if applicable).
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 drinks for me 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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#47 Names Oven Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a kitchen item/find the kitchen items. ”Can you name some kitchen items?”
Learner should name oven (and/or other kitchen items if applicable).
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 items for me 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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#48 Names Cupboard Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a kitchen item/find the kitchen items. ”Can you name some kitchen items?”
Learner should name cupboard (and/or other kitchen items if applicable).
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 items for me 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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#49 Names Dish Rack Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a kitchen item/find the kitchen items. ”Can you name some kitchen items?”
Learner should name dish rack (and/or other kitchen items if applicable).
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 items for me 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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#50 Names Range Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a kitchen item/find the kitchen items. ”Can you name some kitchen items?”
Learner should name range (and/or other kitchen items if applicable).
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 items for me 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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#51 Names Toaster Given Class
How to Run
Gain the attention and motivation of the learner.
Ask them to name a kitchen item/find the kitchen items. ”Can you name some kitchen items?”
Learner should name toaster (and/or other kitchen items if applicable).
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 items for me 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
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!
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-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)
FFC-Names Class Given Item (IV)