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.
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 9-M, Answers 25 different what questions (e.g., What do you like to eat?)
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.
Listener Responding By Function, Feature, and Class, LRFFC 12-M, Selects items from a book based on 2 verbal components: either a feature (e.g., color), function (e.g., draw with), or class (e.g., clothing) for 25 LRFFC tasks. (e.g.. Do you see a brown animal? Can you find some clothing with buttons?)
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC11, Labels common actions observed in home, school, or community setting
Basic Communication, BC17, Answers "What" questions regarding home, school and community (e.g. "what" questions regarding items found in the home, school and community)
Dressing, DR25, Identifies clothes worn for different settings and occasions
Tools, TO30, States functions of job-related tools and equipment
Custodial and Cleaning, CS25, Identifies appropriate chemicals or solutions for various cleaning tasks
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 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.
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)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what growls, eats honey, and climbs trees?”
Learner should name the item/animal. “A bear does!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#2 Names Elephant Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what sprays water with its nose?”
Learner should name the item/animal. “An elephant does!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#3 Names Shark Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what swims in circles and eats other fish?”
Learner should name the item/animal. “A shark does!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#4 Names Turtle Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what swims and sits on a log?”
Learner should name the item/animal. “A turtle does!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#5 Names Alligator Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what swims in a swamp and snaps its jaw?”
Learner should name the item/animal. “An alligator does!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#6 Names Cow Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what moos and makes milk?”
Learner should name the item/animal. “A cow does!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#7 Names Crab Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what moos and makes milk?”
Learner should name the item/animal. “A cow does!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#8 Names TV Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you use to watch movies and play video games?”
Learner should name the item/animal. “A TV!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#9 Names Tablet Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you use to watch videos and play games?”
Learner should name the item/animal. “A tablet!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#10 Names Duck Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what quacks and waddles?”
Learner should name the item/animal. “A duck does!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#11 Names Smartphone Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you use to call and text?”
Learner should name the item/animal. “A smartphone!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#12 Names Printer Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you use to make copies and print pictures?”
Learner should name the item/animal. “A printer!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#13 Names Pizza Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you slice and eat?”
Learner should name the item/animal. “Pizza!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#14 Names Chicken Nuggets Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you dip in sauce and eat?”
Learner should name the item/animal. “Chicken nuggets!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#15 Names Mac N Cheese Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you put cheese on and eat?”
Learner should name the item/animal. “Mac n cheese!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#16 Names Pizza Rolls Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you microwave and eat?”
Learner should name the item/animal. “Pizza rolls!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#17 Names Hot Dogs Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you put ketchup on and eat?”
Learner should name the item/animal. “Hot dogs!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#18 Names Pancakes Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you put syrup on and eat?”
Learner should name the item/animal. “Pancakes!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#19 Names Salad Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you put dressing on and eat?”
Learner should name the item/animal. “A salad!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#20 Names Ice Cream Sundae Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you put toppings on and eat?”
Learner should name the item/animal. “An ice cream sundae!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#21 Names Banana Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you peel and eat?”
Learner should name the item/animal. “A banana!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#22 Names PB&J Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you spread jelly on and eat?”
Learner should name the item/animal. “A PB&J!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#23 Names Pop Up Toy Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you wind up and play with?”
Learner should name the item/animal. “A pop up toy!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#24 Names Wagon Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you ride in and pull?”
Learner should name the item/animal. “A wagon!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#25 Names Blocks Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you stack and knock over?”
Learner should name the item/animal. “Blocks!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#26 Names Magnet Tiles Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you play with, connect, and stack?”
Learner should name the item/animal. “Magnet tiles!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#27 Names Legos Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you play, stack, and build with?”
Learner should name the item/animal. “Legos!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#28 Names Action Figures Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you make run and jump?”
Learner should name the item/animal. “Action figures!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#29 Names Guitar Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you strum and play music with?”
Learner should name the item/animal. “A guitar!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#30 Names Piano Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you play music and press keys with?”
Learner should name the item/animal. “A piano!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#31 Names Car Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you drive and ride in?”
Learner should name the item/animal. “A car!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#32 Names Train Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you roll on tracks?”
Learner should name the item/animal. “A train!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#33 Names Motorcycle Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you drive and ride on?”
Learner should name the item/animal. “A motorcycle!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#34 Names Airplane Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you fly in?”
Learner should name the item/animal. “An airplane!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#35 Names Boat Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you ride and float in?”
Learner should name the item/animal. “A boat!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#36 Names Sink Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do wash your hands in?”
Learner should name the item/animal. “A sink!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#37 Names Toilet Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you flush?”
Learner should name the item/animal. “A toilet!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#38 Names Shower Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you clean your hair in?”
Learner should name the item/animal. “A shower!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#39 Names Toilet Paper Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you use to wipe or blow your nose?”
Learner should name the item/animal. “Toilet paper!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#40 Names Water Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you drink and splash with?”
Learner should name the item/animal. “Water!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#41 Names Milk Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you drink and pour from a jug?”
Learner should name the item/animal. “Milk!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#42 Names Orange Juice Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you drink and pour into a cup?”
Learner should name the item/animal. “Orange juice!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#43 Names Coffee Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you brew and pour into a mug?”
Learner should name the item/animal. “Coffee!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#44 Names Soda/Pop Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you drink and pour into a cup?”
Learner should name the item/animal. “Soda/pop!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#45 Names Oven Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you cook and bake with?”
Learner should name the item/animal. “An oven!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#46 Names Cupboard Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you keep plates/cups/bowsl in?”
Learner should name the item/animal. “A cupboard!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#47 Names Fridge Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you keep food cold in?”
Learner should name the item/animal. “A fridge!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
Materials
Research/Resources
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#48 Names Stove/Range Given Function(s)/Action(s)
How to Run
Gain the attention and motivation of the learner.
Ask them to name an item/animal given the functions or actions of that item/animal. Ex: “Hey, what do you heat up and cook on?”
Learner should name the item/animal. “A stove/range!”
Reinforce accordingly.
Additional Notes
Remember to introduce multiple targets like this so the learner’s responses do not become rote.
Note that may give an answer for an item/animal that you didn’t have in mind. Reinforce if their answer is technically correct.
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.
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
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-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 
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 Functions/Actions (IV)
FFC-Receptively IDs Item Given Function/Action in 2D Array