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.

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

Labels Common FFC Item (Coming Soon!)

FFC-Labels Common Features

FFC-Labels Common Functions and Actions

FFC-Labels Common Classes in 2D Array

Skill Possibilities

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

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#2 Names Elephant Given Class

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#3 Names Shark Given Class

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#4 Names Turtle Given Class

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#5 Names Alligator Given Class

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#6 Names Duck Given Class

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#7 Names Cow Given Class

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#8 Names Crab Given Class

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#9 Names TV Given Class

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#10 Names Computer Given Class

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#11 Names Tablet Given Class

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#12 Names Smartphone Given Class

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#13 Names Printer Given Class

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#14 Names Pizza Given Class

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#15 Names Chicken Nugget(s) Given Class

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#16 Names Mac N’ Cheese Given Class

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#17 Names Pizza Rolls Given Class

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#18 Names Hot Dogs Given Class

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#19 Names Pancakes Given Class

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#20 Names Salad Given Class

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#21 Names Ice Cream Sundae Given Class

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#22 Names Banana Given Class

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#23 Names PB&J Given Class

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#24 Names Pop Up Toy Given Class

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#25 Names Wagon Given Class

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#26 Names Hot Wheels Car Given Class

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#27 Names Block(s) Given Class

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#28 Names Magnet Tiles Given Class

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#29 Names Toy Trains Given Class

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#30 Names Legos Given Class

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#31 Names Action Figures Given Class

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#32 Names Toy Instrument(s) Given Class

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#33 Names Car Given Class

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#34 Names Train Given Class

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#35 Names Motorcycle Given Class

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#36 Names Airplane Given Class

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#37 Names Boat Given Class

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#38 Names Toilet Given Class

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#39 Names Sink Given Class

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#40 Names Shower Given Class

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#41 Names Toilet Paper Given Class

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#42 Names Water Given Class

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#43 Names Juice Given Class

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#44 Names Milk Given Class

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#45 Names Coffee Given Class

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#46 Names Pop Given Class

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#47 Names Oven Given Class

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#48 Names Cupboard Given Class

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#49 Names Dish Rack Given Class

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#50 Names Range Given Class

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#51 Names Toaster Given Class

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 Classes in 2D Array (Identical)

FFC-Receptively IDs Common Classes in 2D Array

FFC-Labels Common Classes in 2D Array

FFC-Names Item Given Functions/Actions (IV)

FFC-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 Class Given Item (IV)

Follow the link below to better understand component-composite analysis.

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Research and Resources

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Disclaimer

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FFC-Names Item Given Class (IV)