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.
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)
Intraverbal, IV 8-M, Completes 25 different fill-in blank phrases (not including
songs) (e.g., You eat…You sleep in a …Shoes and…)
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 …)
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
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
30 months, Language/Communication Milestones, Names things in a book when you point and ask, “What is this?”
4 years, Language/Communication Milestones,Answers simple questions like “What is a coat for?” or “What is a crayon for?”
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.
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
How to Run
Present an array of 15 pictures with one being a picture of a bear.
Gain the attention and motivation of the learner.
Ask them to find an animal/find the animals.
Learner should select a picture of a bear (and other animals if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the animals for me!”. This may expedite mastery!
Make sure to work on members of other classes (electronics, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of an elephant.
Gain the attention and motivation of the learner.
Ask them to find an animal/find the animals.
Learner should select a picture of a elephant (and other animals if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the animals for me!”. This may expedite mastery!
Make sure to work on members of other classes (electronics, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a shark.
Gain the attention and motivation of the learner.
Ask them to find an animal/find the animals.
Learner should select a picture of a shark (and other animals if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the animals for me!”. This may expedite mastery!
Make sure to work on members of other classes (electronics, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a turtle.
Gain the attention and motivation of the learner.
Ask them to find an animal/find the animals.
Learner should select a picture of a turtle (and other animals if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the animals for me!”. This may expedite mastery!
Make sure to work on members of other classes (electronics, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of an alligator.
Gain the attention and motivation of the learner.
Ask them to find an animal/find the animals.
Learner should select a picture of an alligator (and other animals if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the animals for me!”. This may expedite mastery!
Make sure to work on members of other classes (electronics, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a duck.
Gain the attention and motivation of the learner.
Ask them to find an animal/find the animals.
Learner should select a picture of a duck (and other animals if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the animals for me!”. This may expedite mastery!
Make sure to work on members of other classes (electronics, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a cow.
Gain the attention and motivation of the learner.
Ask them to find an animal/find the animals.
Learner should select a picture of a cow (and other animals if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the animals for me!”. This may expedite mastery!
Make sure to work on members of other classes (electronics, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a crab.
Gain the attention and motivation of the learner.
Ask them to find an animal/find the animals.
Learner should select a picture of a crab (and other animals if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the animals for me!”. This may expedite mastery!
Make sure to work on members of other classes (electronics, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a TV.
Gain the attention and motivation of the learner.
Ask them to find the electronic/electronics.
Learner should select a picture of a TV (and other electronics if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the electronics for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a computer.
Gain the attention and motivation of the learner.
Ask them to find the electronic/electronics.
Learner should select a picture of a computer (and other electronics if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the electronics for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a tablet.
Gain the attention and motivation of the learner.
Ask them to find the electronic/electronics.
Learner should select a picture of a tablet (and other electronics if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the electronics for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a smartphone.
Gain the attention and motivation of the learner.
Ask them to find the electronic/electronics.
Learner should select a picture of a smartphone (and other electronics if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the electronics for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a printer.
Gain the attention and motivation of the learner.
Ask them to find the electronic/electronics.
Learner should select a picture of a printer (and other electronics if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the electronics for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, food, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of pizza.
Gain the attention and motivation of the learner.
Ask them to find the food.
Learner should select a picture of pizza (and other food if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the food for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of chicken nuggets.
Gain the attention and motivation of the learner.
Ask them to find the food.
Learner should select a picture of chicken nuggets (and other food if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the food for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of mac n cheese.
Gain the attention and motivation of the learner.
Ask them to find the food.
Learner should select a picture of mac n cheese (and other food if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the food for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of pizza rolls.
Gain the attention and motivation of the learner.
Ask them to find the food.
Learner should select a picture of pizza rolls (and other food if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the food for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of hot dogs.
Gain the attention and motivation of the learner.
Ask them to find the food.
Learner should select a picture of hot dogs (and other food if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the food for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of pancakes.
Gain the attention and motivation of the learner.
Ask them to find the food.
Learner should select a picture of pancakes (and other food if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the food for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a salad.
Gain the attention and motivation of the learner.
Ask them to find the food.
Learner should select a picture of a salad (and other food if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the food for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
#21 Rec IDs Pic of an Ice Cream Sundae Given Class
How to Run
Present an array of 15 pictures with one being a picture of an ice cream sundae.
Gain the attention and motivation of the learner.
Ask them to find the food.
Learner should select a picture of an ice cream sundae (and other food if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the food for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a banana.
Gain the attention and motivation of the learner.
Ask them to find the food.
Learner should select a picture of a banana (and other food if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the food for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a PB&J.
Gain the attention and motivation of the learner.
Ask them to find the food.
Learner should select a picture of a PB&J (and other food if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the food for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a pop up toy.
Gain the attention and motivation of the learner.
Ask them to find the toy/toys.
Learner should select a picture of a pop up toy (and other toys if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the toys for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a wagon.
Gain the attention and motivation of the learner.
Ask them to find the toy/toys.
Learner should select a picture of a wagon (and other toys if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the toys for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a hot wheels car.
Gain the attention and motivation of the learner.
Ask them to find the toy/toys.
Learner should select a picture of a hot wheels car (and other toys if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the toys for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of block(s).
Gain the attention and motivation of the learner.
Ask them to find the toy/toys.
Learner should select a picture of block(s) (and other toys if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the toys for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of magnet tiles.
Gain the attention and motivation of the learner.
Ask them to find the toy/toys.
Learner should select a picture of magnet tiles (and other toys if applicable)
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the toys for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of toy trains.
Gain the attention and motivation of the learner.
Ask them to find the toy/toys.
Learner should select a picture of toy trains (and other toys if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the toys for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of Legos.
Gain the attention and motivation of the learner.
Ask them to find the toy/toys.
Learner should select a picture of Legos (and other toys if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the toys for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of action figures.
Gain the attention and motivation of the learner.
Ask them to find the toy/toys.
Learner should select a picture of action figures (and other toys if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the toys for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of toy instruments.
Gain the attention and motivation of the learner.
Ask them to find the toy/toys.
Learner should select a picture of toy instruments (and other toys if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the toys for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a car.
Gain the attention and motivation of the learner.
Ask them to find the vehicle/vehicles.
Learner should select a picture of a car (and other vehicles if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the vehicles for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a train.
Gain the attention and motivation of the learner.
Ask them to find the vehicle/vehicles.
Learner should select a picture of a train (and other vehicles if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the vehicles for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a motorcycle.
Gain the attention and motivation of the learner.
Ask them to find the vehicle/vehicles.
Learner should select a picture of a motorcycle (and other vehicles if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the vehicles for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of an airplane.
Gain the attention and motivation of the learner.
Ask them to find the vehicle/vehicles.
Learner should select a picture of an airplane (and other vehicles if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the vehicles for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a boat.
Gain the attention and motivation of the learner.
Ask them to find the vehicle/vehicles.
Learner should select a picture of a boat (and other vehicles if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the vehicles for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a toilet.
Gain the attention and motivation of the learner.
Ask them to find the bathroom item/items.
Learner should select a picture of a toilet (and other bathroom items if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the bathroom items for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a sink.
Gain the attention and motivation of the learner.
Ask them to find the bathroom item/items.
Learner should select a picture of a sink (and other bathroom items if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the bathroom items for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a shower.
Gain the attention and motivation of the learner.
Ask them to find the bathroom item/items.
Learner should select a picture of a shower (and other bathroom items if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the bathroom items for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of toilet paper.
Gain the attention and motivation of the learner.
Ask them to find the bathroom item/items.
Learner should select a picture of toilet paper (and other bathroom items if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the bathroom items for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of water.
Gain the attention and motivation of the learner.
Ask them to find the drink/drinks.
Learner should select a picture of water (and other drinks if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the drinks for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of juice.
Gain the attention and motivation of the learner.
Ask them to find the drink/drinks.
Learner should select a picture of juice (and other drinks if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the drinks for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of milk.
Gain the attention and motivation of the learner.
Ask them to find the drink/drinks.
Learner should select a picture of milk (and other drinks if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the drinks for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of coffee.
Gain the attention and motivation of the learner.
Ask them to find the drink/drinks.
Learner should select a picture of coffee (and other drinks if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the drinks for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of pop/soda.
Gain the attention and motivation of the learner.
Ask them to find the drink/drinks.
Learner should select a picture of pop/soda (and other drinks if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the drinks for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of an oven.
Gain the attention and motivation of the learner.
Ask them to find the kitchen item/items.
Learner should select a picture of an oven (and other kitchen items if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the kitchen items for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a cupboard.
Gain the attention and motivation of the learner.
Ask them to find the kitchen item/items.
Learner should select a picture of a cupboard (and other kitchen items if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the kitchen items for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a dish rack.
Gain the attention and motivation of the learner.
Ask them to find the kitchen item/items.
Learner should select a picture of a dish rack (and other kitchen items if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the kitchen items for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a stove/range.
Gain the attention and motivation of the learner.
Ask them to find the kitchen item/items.
Learner should select a picture of a stove/range (and other kitchen items if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the kitchen items for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
Present an array of 15 pictures with one being a picture of a toaster.
Gain the attention and motivation of the learner.
Ask them to find the kitchen item/items.
Learner should select a picture of a toaster (and other kitchen items if applicable).
Reinforce accordingly.
Additional Notes
If the learner has the repertoire, put multiple items from that same class and work on having them find all of the items for that class. Ex: “Find all of the kitchen items for me!”. This may expedite mastery!
Make sure to work on members of other classes (animals, electronics, etc.) so the learner’s responses do not become rote).
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.
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
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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Email us at bxmastery@flatrockadvice.com
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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
FFC-Matches Common Classes in 2D Array (Identical)