Below is a general skill sequence for helping learners identify common classes in 2D array.
As learners process through conceptualizing common items, we advance towards their conceptualizing the components or features of those common items. And, as they proceed through mastery in regard to their features, we introduce the common classes or categories that we see common items exist in. Working on this conceptualizations follows the same strategy that we’ve used in the past. We begin with matching and then proceed to receptive identification (depending on the learning rate of the individual). Once we’ve effectively taught receptive identification in regard to common classes, we may choose to introduce labeling these classes, if applicable.
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 receptively identify 5 common FFC classes or categories when presented in an array of 5.
- Learner will receptively identify 10 common FFC classes or categories when presented in an array of 5.
- Learner will receptively identify 15 common FFC classes or categories when presented in an array of 5.
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)
Matches Common Items in 2D Array 1.0 (Non-identical)
Receptively IDs Common Items in 2D Array
Receptively IDs Common Items in 2D Array (Multiple Examples)
FFC-Receptively IDs Common FFC Item in 2D Array 
FFC-Receptively IDs Common FFC Item in 2D Array (3 Examples)
FFC-Receptively IDs Common Features in 2D Array 
FFC-Receptively IDs Common Features in 2D Array (3 Examples) 
FFC-Receptively IDs Common Functions and Actions in 2D ArraySkill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to ID common classes. 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-Receptively IDs Common FFC Item in 2D Array FFC-Receptively IDs Common Features in 2D Array (3 Examples) FFC-Receptively IDs Common Functions and Actions 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-Receptively Identifies Common Classes in 2D Array 2.0 (Coming Soon!)
FFC-Labels Common Classes in 2D Array 
FFC-Receptively IDs Item Given Class in 2D Array Follow the link below to better understand component-composite analysis.
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