Below is a general skill sequence for helping learners receptively identify common items in preparation for FFC training.

This skill area tunes in on receptively identifying common items (for FFC training) in a large array. It's vital to check 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 items in an array. Proficiency in this skill area lays the foundation for receptively identifying these items across examples (should they need to) in a large array. This may pave the way for further training regarding features, functions, and classes.

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 presented in an array of 15.
Learner will receptively identify 25 common FFC items when presented in an array of 15.
Learner will receptively identify 50 common FFC items 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

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.

‣

#1 Rec IDs Pic of a Bear Given Feature(s) (Ao15)

‣

#2 Rec IDs Pic of an Elephant Given Feature(s) (Ao15)

‣

#3 Rec IDs Pic of a Shark Given Feature(s) (Ao15)

‣

#4 Rec IDs Pic of a Turtle Given Feature(s) (Ao15)

‣

#5 Rec IDs Pic of an Alligator Given Feature(s) (Ao15)

‣

#6 Rec IDs Pic of a Duck Given Feature(s) (Ao15)

‣

#7 Rec IDs Pic of a Cow Given Feature(s) (Ao15)

‣

#8 Rec IDs Pic of a Crab Given Feature(s) (Ao15)

‣

#9 Rec IDs Pic of a TV Given Feature(s) (Ao15)

‣

#10 Rec IDs Pic of a Computer Given Feature(s) (Ao15)

‣

#11 Rec IDs Pic of a Tablet Given Feature(s) (Ao15)

‣

#12 Rec IDs Pic of a Smartphone Given Feature(s) (Ao15)

‣

#13 Rec IDs Pic of a Printer Given Feature(s) (Ao15)

‣

#14 Rec IDs Pic of a Pizza Given Feature(s) (Ao15)

‣

#15 Rec IDs Pic of a Chicken Nugget Given Feature(s) (Ao15)

‣

#16 Rec IDs Pic of Mac N' Cheese Given Feature(s) (Ao15)

‣

#17 Rec IDs Pic of Pizza Rolls Given Feature(s) (Ao15)

‣

#18 Rec IDs Pic of Hot Dogs Given Feature(s) (Ao15)

‣

#19 Rec IDs Pic of Pancakes Given Feature(s) (Ao15)

‣

#20 Rec IDs Pic of Salad Given Feature(s) (Ao15)

‣

#21 Rec IDs Pic of an Ice Cream Sundae Given Feature(s) (Ao15)

‣

#22 Rec IDs Pic of a Banana Given Feature(s) (Ao15)

‣

#23 Rec IDs Pic of a PB & J Given Feature(s) (Ao15)

‣

#24 Rec IDs Pic of a Pop up Toy Given Feature(s) (Ao15)

‣

#25 Rec IDs Pic of a Wagon Given Feature(s) (Ao15)

‣

#26 Rec IDs Pic of Block(s) Given Feature(s) (Ao15)

‣

#27 Rec IDs Pic of Magnet Tiles Given Feature(s) (Ao15)

‣

#28 Rec IDs Pic of Legos Given Feature(s) (Ao15)

‣

#29 Rec IDs Pic of Action Figures Given Feature(s) (Ao15)

‣

#30 Rec IDs Pic of Toy Instrument(s) Given Feature(s) (Ao15)

‣

#31 Rec IDs Pic of a Car Given Feature(s) (Ao15)

‣

#32 Rec IDs Pic of a Train Given Feature(s) (Ao15)

‣

#33 Rec IDs Pic of a Motorcycle Given Feature(s) (Ao15)

‣

#34 Rec IDs Pic of an Airplane Given Feature(s) (Ao15)

‣

#35 Rec IDs Pic of a Boat Given Feature(s) (Ao15)

‣

#36 Rec IDs Pic of a Toilet Given Feature(s) (Ao15)

‣

#37 Rec IDs Pic of a Sink Given Feature(s) (Ao15)

‣

#38 Rec IDs Pic of a Shower Given Feature(s) (Ao15)

‣

#39 Rec IDs Pic of Toilet Paper Given Feature(s) (Ao15)

‣

#40 Rec IDs Pic of Water Given Feature(s) (Ao15)

‣

#41 Rec IDs Pic of Orange Juice Given Feature(s) (Ao15)

‣

#42 Rec IDs Pic of Milk Given Feature(s) (Ao15)

‣

#43 Rec IDs Pic of Coffee Given Feature(s) (Ao15)

‣

#44 Rec IDs Pic of Pop Given Feature(s) (Ao15)

‣

#45 Rec IDs Pic of Oven Given Feature(s) (Ao15)

‣

#46 Rec IDs Pic of Cupboard Given Feature(s) (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.

FFC-Matches Common FFC Item in 2D Array (Non-Identical)

FFC-Receptively IDs Common Features in 2D Array

FFC -Matches Common Features 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.

FFC-Labels Common Item Given Feature (Coming Soon!)

FFC-Receptively IDs Common Item Given Function/Action (Coming Soon!)