Below is a general skill sequence for helping learners identify common functions an actions in 2D array.

As learners match and receptively identify common items and their features, its important that they also learn to conceptualize what those items as well. This skill area seeks to teach learners how to locate items via spoken clues given by the therapist corresponding to the functions and actions of the common items that were targeted in past programs. Therapists and teachers should take great care to point these items out in the natural environment. As learners understand what these items do, we can begin to teach common categories and classes of items as well.

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, BC11, Labels common actions observed in home, school, or community setting
Dressing, DR25, Identifies clothes worn for different settings and occasions
Tools, TO30, States functions of job-related tools and equipment
Custodial and Cleaning, CS25, Identifies appropriate chemicals or solutions for various cleaning tasks

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

4 years, Language/Communication Milestones, Answers simple questions like “What is a coat for?” or “What is a crayon for?”
5 years, Language/Communication Milestones, Answers simple questions about a book or story after you read or tell it to him

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 functions or actions when presented in an array of 15.
Learner will receptively identify 25 common FFC functions or actions when presented in an array of 15.
Learner will receptively identify 40 common FFC functions or actions 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-Receptively IDs Common Features in 2D Array

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to ID common functions and actions. 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 Barking, Biting (Dog), Climbing (Bear/Cat), Growling (Bear), and Swimming (Shark) (Ao15)

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#2 Rec IDs Sitting (on a log), Snapping (turtle), Mooing, Milking, and Digging (Ao15)

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#3 Rec IDs Watching TV, Typing, Calling, Texting, and Printing (Ao15)

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#4 Rec IDs Chewing, Making Music, Pulling Wagon, and Riding (motorcycle or bike) (Ao15)

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#5 Rec IDs Matches Rolling (ball), Pushing (toy train), Driving (Hot Wheels), and Building (blocks) (Ao15)

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#6 Rec IDs Flying (airplane), Floating (boat), Flushing (toilet), and Washing Hands (Ao15)

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#7 Rec IDs Brushing Teeth, Bathing, and Drinking (Ao15)

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#8 Rec IDs Heating (something in a microwave), Cooling (something in a refrigerator), Cooking (something in oven or on stove), and Toasting (something in toaster) (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.

Receptively IDs Common Actions in 2D Array 1.0

FFC-Matches Common Functions 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.