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.
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)
Listener Responding By Function, Feature, and Class, LRFFC 7-M, Selects the correct item from an array of 8, for 25 different LRFFC fill-in statements of any type (e.g., You sit on a …)
Listener Responding, LR 6-M, Selects the correct item from a messy array of 6 for 40 different objects or pictures (e.g., Find cat. Touch ball.)
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC9, Labels common objects
Community Knowledge, CK17, Identifies items in the community
Household Mechanics, HM22, Lists objects found in different rooms
Clothing and Laundry, CL3, Sorts laundry by color/type
Housekeeping and Chores, HC7, Sorts recycling from trash
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
2 years, Language/Communication Milestones, Points to things in a book when you ask, like “Where is the bear?”
30 months, Language/Communication Milestones, Names things in a book when you point and ask, “What is this?”
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.
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.
Present an array of 15 pictures with five being a picture of seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel, and window (car).
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel, and window (car).
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
15 pictures with seven being seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel, and window (car).
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.
‣
Research and Resources
‣
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
Receptively IDs Common Items in 2D Array
FFC-Receptively IDs Common FFC Item in 2D Array 
FFC -Matches Common Features in 2D Array (Identical)
FFC-Labels Common Features 
FFC-Receptively IDs Common Functions and Actions in 2D Array
FFC-Receptively IDs Item Given Feature in 2D Array
Receptively IDs Given Size & Name (Big & Little)