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
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 sleepin a …Shoes and…)
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.
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC9, Labels common objects
Basic Communication, BC17, Answers "What" questions regarding home, school and community (e.g. "what" questions regarding items found in the home, school and community)
Community Knowledge, CK17, Identifies items in the community
Household Mechanics, HM22, Lists objects found in different rooms
Laundry, LY1, Sorts laundry by color
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 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.
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 It’s Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what claws, fur, sharp teeth, etc. (features that a bear has). “Hey, what has claws, brown fur, and sharp teeth?”
Learner should name a bear (or similar). “A bear does!”
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they locate all of the items with that feature.
Materials
Research/Resources
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#2 Names "Elephant" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has a long trunk, big ears, and a gray color.
Learner should name an elephant.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#3 Names "Shark" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has sharp teeth, fins, and a dorsal fin.
Learner should name a shark.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#4 Names "Turtle" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has a shell, four legs, and a head.
Learner should name a turtle.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#5 Names "Alligator" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has sharp teeth, a long tail, and scaly skin.
Learner should name an alligator.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#6 Names "Duck" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has feathers, a beak, and webbed feet.
Learner should name a duck.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#7 Names "Cow" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has spots, four legs, and a tail.
Learner should name a cow.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#8 Names "Crab" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has claws, a hard shell, and multiple legs.
Learner should name a crab.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with
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#9 Names "TV" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has a screen, buttons, and an antenna.
Learner should name a TV.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#10 Names "Tablet" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has a touch screen, a thin design, and buttons (features that a tablet has).
Learner should name a tablet.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#11 Names "Smartphone" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has a touch screen, apps, a camera, etc. (features that a smartphone has).
Learner should name a smartphone.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#12 Names "Printer" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has buttons, paper slots, ink cartridges, etc. (features that a printer has).
Learner should name a printer.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#13 Names "Pizza" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has cheese, sauce, and toppings (features that a pizza has).
Learner should name a pizza.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#14 Names "Chicken Nugget" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is breaded, bite-sized, and fried.
Learner should name a chicken nugget.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#15 Names "Mac N' Cheese" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has cheesy sauce, pasta, etc. (features that mac n' cheese has).
Learner should name "Mac N' Cheese."
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#16 Names "Pizza Rolls" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is bite-sized, filled with cheese and sauce, etc. (features that pizza rolls have).
Learner should name "Pizza Rolls."
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with those features.
Materials
None
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#17 Names "Hot Dogs" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is long, on a bun, and has ketchup (features that hot dogs have).
Learner should name "Hot Dogs."
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with those features.
Materials
None
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#18 Names "Pancakes" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is round, flat, made of batter, etc. (features that pancakes have).
Learner should name "Pancakes."
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with those features.
Materials
None
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#19 Rec IDs Pic of Salad Given Feature(s)
How to Run
Present an array of 15 pictures with at least one being a picture of a salad.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with lettuce, tomatoes, cucumbers, etc. (features that a salad has).
Learner should select a picture(s) of the salad.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can identify the item with those features.
Materials
15 pictures, with at least one being a picture of a salad.
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#20 Names "Ice Cream Sundae" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has ice cream, toppings, a cherry, etc. (features that an ice cream sundae has).
Learner should name an ice cream sundae.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with those features.
Materials
None
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#21 Names "Banana" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is yellow, curved, and peels (features that a banana has).
Learner should name a banana.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with those features.
Materials
None
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#22 Names "PB & J" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is made of bread, has peanut butter, and jelly (features that a PB & J sandwich has).
Learner should name a PB & J sandwich.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with those features.
Materials
None
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#23 Names "Pop-up Toy" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what jumps, has buttons, and makes sounds (features that a pop-up toy has).
Learner should name a pop-up toy.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with those features.
Materials
None
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#24 Names "Wagon" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has wheels, a handle, and a storage compartment (features that a wagon has).
Learner should name a wagon.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with those features.
Materials
None
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#25 Names "Blocks" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is square-shaped, has different colors, and can be stacked (features that blocks have).
Learner should name blocks.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with those features.
Materials
None
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#26 Names "Magnet Tiles" Given Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is magnetic, square-shaped, and can be connected (features that magnet tiles have).
Learner should name magnet tiles.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name magnet tiles with those features.
Materials
None
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#27 Names "Legos" Given Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is a rectangle, has bumps on it, and can be connected (features that Legos have).
Learner should name Legos.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name Legos with those features.
Materials
None
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#28 Names "Action Figures" Given Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is a small figurine, has movable parts, and represents a character (features that action figures have).
Learner should name action figures.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name action figures with those features.
Materials
None
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#29 Names "Guitar" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has strings, a neck, and can be played (features that a guitar has).
Learner should name a guitar.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#30 Names "Piano" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has keys, pedals, and produces music (features that a piano has).
Learner should name a piano.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#31 Names "Car" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has wheels, an engine, and is used for transportation (features that a car has).
Learner should name a car.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#32 Names "Train" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has tracks, cars, and a whistle (features that a train has).
Learner should name a train.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#33 Names "Motorcycle" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has two wheels, an engine, and is ridden (features that a motorcycle has).
Learner should name a motorcycle.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#34 Names "Airplane" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has wings, a cockpit, and flies (features that an airplane has).
Learner should name an airplane.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the item with that feature.
Materials
None
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#35 Names "Boat" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what floats, has a hull, and is used for transportation (features that a boat has).
Learner should name a boat.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the boat with that feature.
Materials
None
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#36 Names "Toilet" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is porcelain, has a seat, and is used for waste disposal (features that a toilet has).
Learner should name a toilet.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the toilet with that feature.
Materials
None
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#37 Names "Sink" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has a faucet, a basin, and is used for water usage (features that a sink has).
Learner should name a sink.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the sink with that feature.
Materials
None
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#38 Names "Shower" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what has water, a shower head, and is used for bathing (features that a shower has).
Learner should name a shower.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the shower with that feature.
Materials
None
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#39 Names "Toilet Paper" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is made of paper, is used in the bathroom, and is used for personal hygiene (features that toilet paper has).
Learner should name toilet paper.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name the toilet paper with that feature.
Materials
None
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#40 Names "Water" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is transparent, tasteless, and necessary for survival (features that water has).
Learner should name water.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name water with that feature.
Materials
None
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#41 Names "Orange Juice" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is liquid, orange in color, and made from oranges (features that orange juice has).
Learner should name orange juice.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name orange juice with that feature.
Materials
None
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#42 Names "Milk" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is white, liquid, and comes from cows (features that milk has).
Learner should name milk.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name milk with that feature.
Materials
None
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#43 Names "Coffee" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is dark, hot, and made from coffee beans (features that coffee has).
Learner should name coffee.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name coffee with that feature.
Materials
None
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#44 Names "Pop" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is carbonated, comes in a can, and is a beverage (features that a pop has).
Learner should name a pop.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name a pop with that feature.
Materials
None
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#45 Names "Oven" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is used for baking, has a door, and is found in the kitchen (features that an oven has).
Learner should name an oven.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name an oven with that feature.
Materials
None
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#46 Names "Cupboard" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is used for storing dishes, has shelves, and is found in the kitchen (features that a cupboard has).
Learner should name a cupboard.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name a cupboard with that feature.
Materials
None
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#47 Names "Fridge" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is used for keeping food cold, has a door, and is found in the kitchen (features that a fridge has).
Learner should name a fridge.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name a fridge with that feature.
Materials
None
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#48 Names "Range" Given Its Feature(s)
How to Run
Gain the attention and motivation of the learner.
Ask them what is used for cooking, has burners, and is found in the kitchen (features that a range has).
Learner should name a range.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one feature in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one feature to see if they can name a range with that feature.
Materials
None
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.
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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 
Filling In Common Songs
Filling In Common Phrases 
Filling In Personal Information
Filling in Familiar People 
FFC -Matches Common Features in 2D Array (Identical)
FFC-Receptively IDs Common Features in 2D Array 
FFC-Labels Common Features (3 Examples)
FFC-Receptively IDs Item Given Feature in 2D Array
FFC-Names Features Given Item (IV)