Below is a general skill sequence for helping learners identify items based on a given function or action.

As our learners master the art of pinpointing features and connecting them to their respective items, we're ready to navigate the next layer of linguistic association: functions. This skill area is all about guiding learners to recognize an item by clues linked to its function or action. It's like piecing together a puzzle, where the clue is the missing piece that completes the picture of the item in their mind. Once this skill is polished, we'll be poised to explore the broader landscape of categories and classes, helping our learners to understand not just individual items but the groups they belong to—a foundational step towards advanced categorization and classification.

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 functions or actions.
Learner will intraverbally identify 25 common FFC items when given their functions or actions.
Learner will intraverbally identify 50 common FFC items when given their functions or actions.

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

FFC-Labels Common FFC Item (Coming Soon!)

FFC-Labels Common Features

FFC-Names Item Given Feature (IV)

FFC-Names Features Given Item (IV)

FFC-Names Functions/Actions 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 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 Function(s)/Action(s)

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#2 Names Elephant Given Function(s)/Action(s)

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#3 Names Shark Given Function(s)/Action(s)

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#4 Names Turtle Given Function(s)/Action(s)

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#5 Names Alligator Given Function(s)/Action(s)

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#6 Names Cow Given Function(s)/Action(s)

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#7 Names Crab Given Function(s)/Action(s)

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#8 Names TV Given Function(s)/Action(s)

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#9 Names Tablet Given Function(s)/Action(s)

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#10 Names Duck Given Function(s)/Action(s)

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#11 Names Smartphone Given Function(s)/Action(s)

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#12 Names Printer Given Function(s)/Action(s)

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#13 Names Pizza Given Function(s)/Action(s)

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#14 Names Chicken Nuggets Given Function(s)/Action(s)

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#15 Names Mac N Cheese Given Function(s)/Action(s)

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#16 Names Pizza Rolls Given Function(s)/Action(s)

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#17 Names Hot Dogs Given Function(s)/Action(s)

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#18 Names Pancakes Given Function(s)/Action(s)

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#19 Names Salad Given Function(s)/Action(s)

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#20 Names Ice Cream Sundae Given Function(s)/Action(s)

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#21 Names Banana Given Function(s)/Action(s)

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#22 Names PB&J Given Function(s)/Action(s)

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#23 Names Pop Up Toy Given Function(s)/Action(s)

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#24 Names Wagon Given Function(s)/Action(s)

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#25 Names Blocks Given Function(s)/Action(s)

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#26 Names Magnet Tiles Given Function(s)/Action(s)

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#27 Names Legos Given Function(s)/Action(s)

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#28 Names Action Figures Given Function(s)/Action(s)

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#29 Names Guitar Given Function(s)/Action(s)

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#30 Names Piano Given Function(s)/Action(s)

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#31 Names Car Given Function(s)/Action(s)

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#32 Names Train Given Function(s)/Action(s)

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#33 Names Motorcycle Given Function(s)/Action(s)

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#34 Names Airplane Given Function(s)/Action(s)

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#35 Names Boat Given Function(s)/Action(s)

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#36 Names Sink Given Function(s)/Action(s)

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#37 Names Toilet Given Function(s)/Action(s)

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#38 Names Shower Given Function(s)/Action(s)

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#39 Names Toilet Paper Given Function(s)/Action(s)

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#40 Names Water Given Function(s)/Action(s)

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#41 Names Milk Given Function(s)/Action(s)

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#42 Names Orange Juice Given Function(s)/Action(s)

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#43 Names Coffee Given Function(s)/Action(s)

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#44 Names Soda/Pop Given Function(s)/Action(s)

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#45 Names Oven Given Function(s)/Action(s)

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#46 Names Cupboard Given Function(s)/Action(s)

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#47 Names Fridge Given Function(s)/Action(s)

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#48 Names Stove/Range Given Function(s)/Action(s)

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 Actions

FFC-Names Item Given Feature (IV)

FFC-Names Item Given Functions/Actions (IV)

FFC-Receptively IDs Item Given Function/Action in 2D Array

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 Class (Coming Soon!)

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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