Below is a general skill sequence for helping learners receptively identify an item given it’s class or category.

As our learners understand the basics of items--this includes their features and functions--and as they learn to identify classes, it may be time to introduce having them identify items from arrays given the items class. This skill area seeks to do just that. As the learner gains fluency here, it is likely time for the learner to begin sorting various categories of items.

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 when only given the class or category that items belong to when presented in an array of 15.
Learner will receptively identify 25 common FFC items when only given the class or category that items belong to when presented in an array of 15.
Learner will receptively identify 50 common FFC items when only given the class or category that items belong to 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

Matches Common Items in 2D Array 1.0 (Identical)

Receptively IDs Common Items in 2D Array

FFC-Receptively IDs Common FFC Item in 2D Array

FFC-Receptively IDs Common Features in 2D Array

FFC-Receptively IDs Item Given Function/Action in 2D Array

FFC-Receptively IDs Common Classes in 2D Array

Skill Possibilities

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 Pic of a Bear Given Class

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#2 Rec IDs Pic of an Elephant Given Class

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#3 Rec IDs Pic of a Shark Given Class

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#4 Rec IDs Pic of a Turtle Given Class

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#5 Rec IDs Pic of an Alligator Given Class

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#6 Rec IDs Pic of a Duck Given Class

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#7 Rec IDs Pic of a Cow Given Class

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#8 Rec IDs Pic of a Crab Given Class

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#9 Rec IDs Pic of a TV Given Class

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#10 Rec IDs Pic of a Computer Given Class

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#11 Rec IDs Pic of a Tablet Given Class

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#12 Rec IDs Pic of a Smartphone Given Class

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#13 Rec IDs Pic of a Printer Given Class

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#14 Rec IDs Pic of Pizza Given Class

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#15 Rec IDs Pic of Chicken Nuggets Given Class

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#16 Rec IDs Pic of Mac N Cheese Given Class

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#17 Rec IDs Pic of Pizza Rolls Given Class

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#18 Rec IDs Pic of Hot Dogs Given Class

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#19 Rec IDs Pic of Pancakes Given Class

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#20 Rec IDs Pic of a Salad Given Class

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#21 Rec IDs Pic of an Ice Cream Sundae Given Class

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#22 Rec IDs Pic of a Banana Given Class

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#23 Rec IDs Pic of a PB&J Given Class

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#24 Rec IDs Pic of a Pop Up Toy Given Class

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#25 Rec IDs Pic of a Wagon Given Class

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#26 Rec IDs Pic of a Hot Wheels Car Given Class

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#27 Rec IDs Pic of Block(s) Given Class

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#28 Rec IDs Pic of Magnet Tiles Given Class

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#29 Rec IDs Pic of Toy Trains Given Class

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#30 Rec IDs Pic of Legos Given Class

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#31 Rec IDs Pic of Action Figures Given Class

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#32 Rec IDs Pic of Toy Instruments Given Class

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#33 Rec IDs Pic of a Car Given Class

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#34 Rec IDs Pic of a Train Given Class

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#35 Rec IDs Pic of a Motorcycle Given Class

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#36 Rec IDs Pic of a Airplane Given Class

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#37 Rec IDs Pic of a Boat Given Class

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#38 Rec IDs Pic of a Toilet Given Class

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#39 Rec IDs Pic of a Sink Given Class

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#40 Rec IDs Pic of a Shower Given Class

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#41 Rec IDs Pic of Toilet Paper Given Class

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#42 Rec IDs Pic of Water Given Class

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#43 Rec IDs Pic of Juice Given Class

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#44 Rec IDs Pic of Milk Given Class

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#45 Rec IDs Pic of Coffee Given Class

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#46 Rec IDs Pic of Pop/Soda Given Class

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#47 Rec IDs Pic of an Oven Given Class

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#48 Rec IDs Pic of a Cupboard Given Class

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#49 Rec IDs Pic of a Dish Rack Given Class

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#50 Rec IDs Pic of a Stove/Range Given Class

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#51 Rec IDs Pic of a Toaster Given Class

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-Matches Common Classes in 2D Array (Identical)

FFC-Receptively IDs Common Classes in 2D Array

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.

Sorting Common Items Into Classes/Categories

Follow the link below to better understand component-composite analysis.

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Research and Resources

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Disclaimer

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