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.
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 9-M, Selects an item given 3 different verbal statements about each item when independently presented (e.g., Find an animal. What barks? What has paws?) for 25 items.
AFLS (Assessment of Functional Living Skills)
- Basic Communication, BC9, Labels common objects
- Basic Communication, BC17, Answers "What" questions regarding home, school and community (e.g. "what" questions regarding items found in the home, school and community)
- Community Knowledge, CK17, Identifies items in the community
- Household Mechanics, HM22, Lists objects found in different rooms
- Laundry, LY1, Sorts laundry by color
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 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.
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!)
Receptively IDs Given Size & Name (Big & Little)
Receptively IDs Given Color & NameFollow the link below to better understand component-composite analysis.
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