FFC-Receptively IDs Common Features in 2D Array (3 Examples)
Below is a general skill sequence for helping learners receptively identify common features across multiple examples for FFC training.
This following skill area focuses on receptively identifying common features across multiple examples. These features are all associated with the previous common items (for FFC training). 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 also may be necessary 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 7-M, Generalizes listener discriminations (LDs) in a messy array of 8,
for three different examples of 50 items (e.g., The child can find three examples of a train.
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 across three different examples when they are presented in a 2D array of 15.
Learner will receptively identify 25 common FFC features across three different examples when they are presented in a 2D array of 15.
Learner will receptively identify 50 common FFC features across three different examples when they are presented in a 2D array of 15.
Learner will receptively identify 75 common FFC features across three different examples when they are presented in a 2D 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 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.
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#1 Rec IDs Paws, Fur, Floppy Ears, Pointy Ears, and Gills across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a paw/paws, fur, floppy ear(s), pointy ear(s), and gills.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the paw/paws, fur, floppy ear(s), pointy ear(s), or gills.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (paw/paws, fur, floppy ear(s), pointy ear(s), and gills) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of paw/paws, fur, floppy ear(s), pointy ear(s), and gills in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of paw/paws, fur, floppy ear(s), pointy ear(s), and gills.
#2 Rec IDs Fins, Tail, Wet Nose, Sharp Claws, and Trunk across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of fins, tails, wet nose, sharp claws, and trunk.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the fins, tails, wet nose, sharp claws, or trunk.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (fins, tails, wet nose, sharp claws, and trunk) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of fins, tails, wet nose, sharp claws, and trunk in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of fins, tails, wet nose, sharp claws, and trunk.
#3 Rec IDs Big Ears, Tusks, Sharp Teeth, Shell (turtle), and 4 legs across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a big ears, tusks, sharp teeth, shell (turtle), and 4 legs.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the big ears, tusks, sharp teeth, shell (turtle), or 4 legs.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (big ears, tusks, sharp teeth, shell (turtle), and 4 legs) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of big ears, tusks, sharp teeth, shell (turtle), and 4 legs in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of big ears, tusks, sharp teeth, shell (turtle), and 4 legs.
#4 Rec IDs Feather(s), Webbed Feet, Wings, Utters, and Hooves across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a feather(s), webbed feet, wings, utters, and hooves.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the feather(s), webbed feet, wings, utters, or hooves.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (feather(s), webbed feet, wings, utters, and hooves) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of feather(s), webbed feet, wings, utters, and hooves in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of feather(s), webbed feet, wings, utters, and hooves.
#5 Rec IDs Pincers, 6 Legs, 2 Legs, Big Screen, and Remote Control across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of pincers, 6 legs, 2 legs, big screen, and remote control.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the pincers, 6 legs, 2 legs, big screen, or remote control.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (pincers, 6 legs, 2 legs, big screen, and remote control) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of pincers, 6 legs, 2 legs, big screen, and remote control in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of pincers, 6 legs, 2 legs, big screen, and remote control.
#6 Rec IDs Netflix, Keyboard, Mouse, Screen, and Cord across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a Netflix, keyboard, mouse, screen, and cord.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the Netflix, keyboard, mouse, screen, or cord.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (Netflix, keyboard, mouse, screen, and cord) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of Netflix, keyboard, mouse, screen, and cord in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of Netflix, keyboard, mouse, screen, and cord.
#7 Rec IDs Apps, Charger, Texting App, Calling App, and Paper across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of apps, charger, texting app, calling app, and paper.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the apps, charger, texting app, calling app, or paper.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (apps, charger, texting app, calling app, and paper) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of apps, charger, texting app, calling app, and paper in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of apps, charger, texting app, calling app, and paper.
#8 Rec IDs Ink, Buttons, Crust, Pepperoni, and Cheese across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of ink, buttons, crust, pepperoni, and cheese.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the ink, buttons, crust, pepperoni, or cheese.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (ink, buttons, crust, pepperoni, and cheese) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of ink, buttons, crust, pepperoni, and cheese in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of ink, buttons, crust, pepperoni, and cheese.
#9 Rec IDs Sauce, Noodle, Bun, Onions, and Ketchup across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a sauce, noodles, bun, onions, and ketchup.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the sauce, noodles, bun, onions, or ketchup.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (sauce, noodles, bun, onions, and ketchup) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of sauce, noodles, bun, onions, and ketchup in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of sauce, noodles, bun, onions, and ketchup.
#10 Rec IDs Mustard, Butter, Maple Syrup, Lettuce, Salad Dressing, Croutons, and Ice Cream across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of mustard, butter, maple syrup, lettuce, salad dressing, croutons, and ice cream.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the mustard, butter, maple syrup, lettuce, salad dressing, croutons, or ice cream.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (mustard, butter, maple syrup, lettuce, salad dressing, croutons, and ice cream) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of mustard, butter, maple syrup, lettuce, salad dressing, croutons, and ice cream in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of mustard, butter, maple syrup, lettuce, salad dressing, croutons, and ice cream.
#11 Rec IDs Nuts, Chocolate Syrup, Bread, Peanut Butter, Jelly, Buttons, and Wheels across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of nuts, chocolate syrup, bread, peanut butter, jelly, buttons and wheels.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the nuts, chocolate syrup, bread, peanut butter, jelly, buttons or wheels.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (nuts, chocolate syrup, bread, peanut butter, jelly, buttons and wheels) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of nuts, chocolate syrup, bread, peanut butter, jelly, buttons and wheels in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of nuts, chocolate syrup, bread, peanut butter, jelly, buttons and wheels.
#12 Rec IDs Seat (Bike/Motorcycle), Handle, Tracks, Drumsticks, Strings, Steering Wheel, and Window (Car) across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a 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 or window (car).
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel and window (car)) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel and window (car) in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of seat (bike/motorcycle), handle, tracks, drumsticks, strings, steering wheel and window (car).
#13 Rec IDs Kickstand, Wings (Airplane), Anchor, Faucet, Drain, and Soap (Hand or Dish) across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a kickstand, wings (airplane), anchor, faucet, drain, and soap (hand or dish).
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the kickstand, wings (airplane), anchor, faucet, drain, or soap (hand or dish).
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (kickstand, wings (airplane), anchor, faucet, drain, and soap (hand or dish)) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of kickstand, wings (airplane), anchor, faucet, drain, and soap (hand or dish) in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of kickstand, wings (airplane), anchor, faucet, drain, and soap (hand or dish).
#14 Rec IDs Shower Head, Shower Curtain, Door, TP Holder, and Bubbles across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a shower head, shower curtain, door, TP holder, and bubbles.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the shower head, shower curtain, door, TP holder, or bubbles.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (shower head, shower curtain, door, TP holder, and bubbles) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of shower head, shower curtain, door, TP holder, and bubbles in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of shower head, shower curtain, door, TP holder, and bubbles.
#15 Rec IDs Freezer, Shelves, Burners, Knobs, and Buttons (Microwave, Stove) across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of freezer, shelves, burners, knobs, and buttons (microwave, stove).
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the freezer, shelves, burners, knobs, or buttons (microwave, stove).
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (freezer, shelves, burners, knobs, and buttons (microwave, stove)) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of freezer, shelves, burners, knobs, and buttons (microwave, stove) in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of freezer, shelves, burners, knobs, and buttons (microwave, stove).
#16 Rec IDs Dishes, Toast, Skillet, and Burner across 3 Examples (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a dishes, toast, skillet, and burner.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the dishes, toast, skillet, or burner.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture for each of the items (dishes, toast, skillet, and burner) until the learner starts to respond correctly and select the correct item from the array. Once the learner begins to respond correctly, gradually introduce pictures of dishes, toast, skillet, and burner in the array (there should be only one picture of each item in the array—it should simply be a different picture of that item with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
25 pictures total pictures. This should include three different pictures of dishes, toast, skillet, and burner.
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.
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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.
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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-Labels Common Features