FFC-Receptively IDs Common FFC Item in 2D Array (3 Examples)
Below is a general skill sequence for helping learners receptively identify multiple examples of common items in preparation for FFC training.
This skill area tunes in on receptively identifying common items across multiple examples (for FFC training) in a large array. It's important to ensure that the learner is fluent in basic scanning, basic matching, and has a good grip on basic gestures. In addition, they should possess a general fluency in receptive identification of at least one example of each of these items. Proficiency in this skill area may lay the foundation for labeling these items (should they need to) and further their training in regard to features, functions, and classes.
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
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 items across three different examples when they are presented in a 2D array of 15.
Learner will receptively identify 25 common FFC items across three different examples when they are presented in a 2D array of 15.
Learner will receptively identify 50 common FFC items 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 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 Rec IDs Multiple Pics of a Bear, Elephant, Shark, Turtle, and Alligator (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a bear, elephant, shark, turtle, and alligator.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the bear, elephant, shark, turtle, or alligator.
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 (bear, elephant, shark, turtle, or alligator) 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 bears, elephants, sharks, turtles, and alligators 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 an elephant, bear, shark, turtle, and alligator.
#2 Rec IDs Multiple Pics of a Duck, Cow, Crab, TV, and Computer (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a duck, cow, crab, TV, and computer.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the duck, cow, crab, TV, or computer.
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 (duck, cow, crab, TV, or computer) 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 duck, cow, crab, TV, and computer 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 a duck, cow, crab, TV, and computer.
#3 Rec IDs Multiple Pics of a Tablet, Smartphone, Printer, Pizza, and Chicken Nugget(s) (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a tablet, smartphone, printer, pizza and chicken nugget(s).
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the tablet, smartphone, printer, pizza or chicken nugget(s).
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 (tablet, smartphone, printer, pizza or chicken nugget(s)) 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 a tablet, smartphone, printer, pizza and chicken nugget(s) 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 a tablet, smartphone, printer, pizza and chicken nugget(s).
#4 Rec IDs Multiple Pics of Mac N’ Cheese, Pizza Rolls, Hot Dogs, Pancakes, and Salad (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of mac n’ cheese, pizza rolls, hot dogs, pancakes, and salad.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the mac n’ cheese, pizza rolls, hot dogs, pancakes, or salad.
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 (mac n’ cheese, pizza rolls, hot dogs, pancakes, or salad) 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 mac n’ cheese, pizza rolls, hot dogs, pancakes, and salad 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 mac n’ cheese, pizza rolls, hot dogs, pancakes, and salad.
#5 Rec IDs Multiple Pics of an Ice Cream Sundae, Banana, PB & J, and Pop Up Toy (Ao15)
How to Run
Present an array of 15 pictures with four of them being a picture of an ice cream sundae, banana, PB&J, and pop up toy.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the ice cream sundae, banana, PB&J, or pop up toy.
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 (ice cream sundae, banana, PB&J, or pop up toy) 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 an ice cream sundae, banana, PB&J, and pop up toy 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 ice cream sundae, banana, PB&J, and pop up toy.
#6 Rec IDs Multiple Pics of a Wagon, Hot Wheels Car, Block(s), Magnet Tiles, and Toy Trains (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a wagon, hot wheels car, block(s), magnet tiles, and toy train.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the wagon, hot wheels car, block(s), magnet tiles, and toy train.
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 (wagon, hot wheels car, block(s), magnet tiles, or toy train) 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 a wagon, hot wheels car, block(s), magnet tiles, and toy train 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 a wagon, hot wheels car, block(s), magnet tiles, and toy train.
#7 Rec IDs Multiple Pics of Legos, Action Figures, Toy Instrument(s), Car, and Train (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of Legos, action figures, toy instrument(s), car, and train.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the Legos, action figures, toy instrument(s), car, and train.
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 (Legos, action figures, toy instrument(s), car, or train) 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 Legos, action figures, toy instrument(s), car, and train 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 Legos, action figures, toy instrument(s), car, and train.
#8 Rec IDs Multiple Pics of a Motorcycle, Airplane, Boat, Toilet, and Sink (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a motorcycle, airplane, boat, toilet, and sink.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the motorcycle, airplane, boat, toilet, and sink.
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 (motorcycle, airplane, boat, toilet, or sink) 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 a motorcycle, airplane, boat, toilet, and sink 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 a motorcycle, airplane, boat, toilet, and sink.
#9 Rec IDs Multiple Pics of a Shower, Toilet Paper, Water, Juice, and Milk (Ao15)
How to Run
Present an array of 15 pictures with five of them being a picture of a shower, toilet paper, water, juice, and milk.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the shower, toilet paper, water, juice, and milk.
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, toilet paper, water, juice, or milk) 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 a shower, toilet paper, water, juice, and milk 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 a shower, toilet paper, water, juice, and milk.
#10 Rec IDs Multiple Pics of Coffee, Pop, Oven, Cupboard, Dish rack, Range, and Toaster (Ao15)
How to Run
Present an array of 15 pictures with seven of them being a picture of coffee, pop, oven, cupboard, dish rack, range, and toaster.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the coffee, pop, oven, cupboard, dish rack, range, and toaster.
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 (coffee, pop, oven, cupboard, dish rack, range, or toaster) 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 coffee, pop, oven, cupboard, dish rack, range, and toaster 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 coffee, pop, oven, cupboard, dish rack, range, and toaster.
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-Matches Common FFC Item in 2D Array (Non-Identical)
FFC-Receptively IDs Common FFC Item in 2D Array