Below is a general skill sequence for helping learners receptively identify common items in preparation for FFC training.
This skill area tunes in on intraverbally identifying an item based on a given feature. It's vital to ensure that the learner can label common items and features when asked to do so in their presence. In addition, they should possess a general intraverbal fluency regarding fill in sentences and songs. Proficiency in this skill area lays the foundation for identifying items based on function and class and may pave the way for further training regarding intraverbals and conversations
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 15 common FFC items when given their features.
- Learner will intraverbally identify 25 common FFC items when given their features.
- Learner will intraverbally identify 50 common FFC items when given their features.
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 
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 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.
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 Features in 2D Array (Identical)
FFC-Receptively IDs Common Features in 2D Array FFC-Labels Common Features 
FFC-Labels Common Features (3 Examples)
FFC-Receptively IDs Item Given Feature in 2D ArrayComposite 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 Features Given Item (IV)Follow the link below to better understand component-composite analysis.
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