Below is a general skill sequence for helping learners receptively identify common features of common items for FFC training.

This following skill area focuses on receptively identifying common features related to the previous common items (for FFC training) in a large array. This skill area looks to ensure that the learner develops a continual fluency in recognizing the corresponding components or features of an item. It's important to ensure that the learner is fluent in basic scanning, basic matching, receptive identification, and follows basic gesture prompts. It’s also important that the learner have a firm recognition of the common items that are being used for FFC training.

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 15 common FFC features when presented in an array of 15.
Learner will receptively identify 25 common FFC features when presented in an array of 15.
Learner will receptively identify 50 common FFC features when presented in an array of 15.
Learner will receptively identify 75 common FFC features when presented in an array of 15.

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

Receptively IDs Common Items in 2D Array

FFC-Receptively IDs Common FFC Item in 2D Array

FFC -Matches Common Features in 2D Array (Identical)

Skill Possibilites

Below is a possible skill sequence for working on increasing your learner’s ability to ID common features. 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 Rec IDs Paws, Fur, Floppy Ears, Pointy Ears, and Gils (Ao15)

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#2 Rec IDs Fins, Tail, Wet Nose, Sharp Claws, and Trunk (Ao15)

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#3 Rec IDs Big Ears, Tusks, Sharp Teeth, Shell (turtle), and 4 legs (Ao15)

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#4 Rec IDs Feather(s), Webbed Feet, Wings, Utters, and Hooves (Ao15)

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#5 Rec IDs Pincers, 6 Legs, 2 Legs, Big Screen, and Remote Control (Ao15)

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#6 Rec IDs Netflix, Keyboard, Mouse, Screen, and Cord (Ao15)

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#7 Rec IDs Apps, Charger, Texting App, Calling App, and Paper (Ao15)

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#8 Rec IDs Ink, Buttons, Crust, Pepperoni, and Cheese (Ao15)

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#9 Rec IDs Sauce, Noodles, Bun, Onions, and Ketchup (Ao15)

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#10 Rec IDs Mustard, Butter, Maple Syrup, Lettuce, Salad Dressing, Croutons, and Ice Cream (Ao15)

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#11 Rec IDs Nuts, Chocolate Syrup, Bread, Peanut Butter, Jelly, Buttons, and Wheels (Ao15)

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#12 Rec IDs Seat (Bike/Motorcycle), Handle, Tracks, Drumsticks, Strings, Steering Wheel, and Window (Car) (Ao15)

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#13 Rec IDs Kickstand, Wings (Airplane), Anchor, Faucet, Drain, and Soap (Hand or Dish) (Ao15)

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#14 Rec IDs Shower Head, Shower Curtain, Door, TP Holder, and Bubbles (Ao15)

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#15 Rec IDs Freezer, Shelves, Burners, Knobs, and Buttons (Microwave, Stove) (Ao15)

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#16 Rec IDs Dishes, Toast, Skillet, and Burner (Ao15)

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 -Matches Common Features in 2D Array (Identical)

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.