FFC-Receptively IDs Item Given Function/Action in 2D Array
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 when given information about their function or the common actions that they perform. 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)
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.
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 items when given their function or the common action they perform and presented in an array of 15.
Learner will receptively identify 25 common FFC items when given their function or the common action they perform and presented in an array of 15.
Learner will receptively identify 50 common FFC items when given their function or the common action they perform and 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 Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a bear.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that growls and eats honey (by function or action).
Learner should select a picture(s) of the bear.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they locate all of the items with that feature.
Materials
15 pictures at least one being a picture of a bear.
#2 Rec IDs Pic of a Shark Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a shark.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that swims in the ocean (by function or action).
Learner should select a picture(s) of the shark.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they locate all of the items with that feature.
Materials
15 pictures at least one being a picture of a shark.
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#3 Rec IDs Pic of a Turtle Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a turtle.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that sits on a log and moves slowly on land (by function or action).
Learner should select a picture(s) of the turtle.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they locate all of the items with that feature.
Materials
15 pictures at least one being a picture of a turtle.
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#4 Rec IDs Pic of an Elephant Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of an elephant.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that has a trunk that squirts water and a long memory (by function or action).
Learner should select a picture(s) of the elephant.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they locate all of the items with that feature.
Materials
15 pictures at least one being a picture of an elephant.
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#5 Rec IDs Pic of an Alligator Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of an alligator.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that swims in a swamp etc. (functions/actions that an alligator performs)
Learner should select a picture(s) of the alligator.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they locate all of the items with that feature.
Materials
15 pictures at least one being a picture of an alligator.
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#6 Rec IDs Pic of a Duck Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a duck.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that swims, quacks, etc. (functions/actions that a duck performs)
Learner should select a picture(s) of the duck.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they locate all of the items with that feature.
Materials
15 pictures at least one being a picture of a duck.
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#7 Rec IDs Pic of a Cow Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a cow.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item for milking and eating grass (by function or action).
Learner should select a picture(s) of the cow.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they locate all of the items with those features.
Materials
15 pictures at least one being a picture of a cow.
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#8 Rec IDs Pic of a Crab Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a crab.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that pinches, walks sideways, and digging in the sand (by function or action).
Learner should select a picture(s) of the crab.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they locate all of the items with those features.
Materials
15 pictures at least one being a picture of a crab.
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#9 Rec IDs Pic of a TV Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a TV.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with for watching shows and movies (by function or action).
Learner should select a picture(s) of the TV.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they locate all of the items with those features.
Materials
15 pictures at least one being a picture of a TV.
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#10 Rec IDs Pic of a Computer Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a computer.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is used for typing, browsing the internet, and running programs (by function or action).
Learner should select a picture(s) of the computer.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the computer based on its functions.
Materials
15 pictures at least one being a picture of a computer.
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#11 Rec IDs Pic of a Tablet Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a tablet.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is used for browsing the internet, playing games, and watching videos (by function or action).
Learner should select a picture(s) of the tablet.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the tablet based on its functions.
Materials
15 pictures at least one being a picture of a tablet.
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#12 Rec IDs Pic of a Smartphone Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a smartphone.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is used for making calls, sending messages, and using apps (by function or action).
Learner should select a picture(s) of the smartphone.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the smartphone based on its functions.
Materials
15 pictures at least one being a picture of a smartphone.
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#13 Rec IDs Pic of a Printer Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a printer.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that prints documents, scans papers, etc. (functions/actions that a printer performs)
Learner should select a picture(s) of the printer.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the printer based on its functions.
Materials
15 pictures at least one being a picture of a printer.
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#14 Rec IDs Pic of a Pizza Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a pizza.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for baking, eating, and cutting into slices (functions/actions that a pizza performs)
Learner should select a picture(s) of the pizza.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the pizza based on its functions.
Materials
15 pictures at least one being a picture of a pizza.
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#15 Rec IDs Pic of a Chicken Nugget Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a chicken nugget.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for cooking and eating. (functions/actions that a chicken nugget performs)
Learner should select a picture(s) of the chicken nugget.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the chicken nugget based on its functions.
Materials
15 pictures at least one being a picture of a chicken nugget.
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#16 Rec IDs Pic of Mac N' Cheese Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of mac n' cheese.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for eating (functions/actions that mac n' cheese performs)
Learner should select a picture(s) of the mac n' cheese.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the mac n' cheese based on its functions.
Materials
15 pictures at least one being a picture of mac n' cheese.
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#17 Rec IDs Pic of Pizza Rolls Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of pizza rolls.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for baking and eating (functions/actions that pizza rolls perform)
Learner should select a picture(s) of the pizza rolls.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the pizza rolls based on its functions.
Materials
15 pictures at least one being a picture of pizza rolls.
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#18 Rec IDs Pic of Hot Dogs Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of hot dogs.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for eating and putting ketchup on (functions/actions that hot dogs perform)
Learner should select a picture(s) of the hot dogs.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the hot dogs based on its functions.
Materials
15 pictures at least one being a picture of hot dogs.
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#19 Rec IDs Pic of Pancakes Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of pancakes.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for eating, flipping, stacking, and putting maple syrup on (functions/actions that pancakes perform).
Learner should select a picture(s) of the pancakes.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the pancakes based on its functions.
Materials
15 pictures at least one being a picture of pancakes.
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#20 Rec IDs Pic of Salad Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a salad.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for eating, tossing, and putting dressing on (functions/actions that a salad performs).
Learner should select a picture(s) of the salad.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the salad based on its functions.
Materials
15 pictures at least one being a picture of a salad.
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#21 Rec IDs Pic of Ice Cream Sundae Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of an ice cream sundae.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for eating, scooping, and putting chocolate syrup on (functions/actions that an ice cream sundae performs).
Learner should select a picture(s) of the ice cream sundae.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the ice cream sundae based on its functions.
Materials
15 pictures at least one being a picture of an ice cream sundae.
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#22 Rec IDs Pic of a Banana Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a banana.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for peeling and eating (functions/actions that a banana performs).
Learner should select a picture(s) of the banana.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the banana based on its functions.
Materials
15 pictures at least one being a picture of a banana.
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#23 Rec IDs Pic of a PB & J Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a PB & J (peanut butter and jelly sandwich).
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for eating, spreading peanut butter and jelly, and making a sandwich (functions/actions that a PB & J performs).
Learner should select a picture(s) of the PB & J.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the PB & J based on its functions.
Materials
15 pictures at least one being a picture of a PB & J (peanut butter and jelly sandwich).
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#24 Rec IDs Pic of a Pop-up Toy Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a pop-up toy.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for playing, pressing buttons, and causing a toy to pop up (functions/actions that a pop-up toy performs).
Learner should select a picture(s) of the pop-up toy.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the pop-up toy based on its functions.
Materials
15 pictures at least one being a picture of a pop-up toy.
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#25 Rec IDs Pic of a Wagon Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a wagon.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for pulling, carrying, and riding in (functions/actions that a wagon performs).
Learner should select a picture(s) of the wagon.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the wagon based on its functions.
Materials
15 pictures at least one being a picture of a wagon.
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#26 Rec IDs Pic of Blocks Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of blocks.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for building, stacking, and creating structures (functions/actions that blocks perform).
Learner should select a picture(s) of the blocks.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the blocks based on its functions.
Materials
15 pictures at least one being a picture of blocks.
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#27 Rec IDs Pic of Magnet Tiles Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of magnet tiles.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for building, connecting, and creating shapes using magnets (functions/actions that magnet tiles perform).
Learner should select a picture(s) of the magnet tiles.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the magnet tiles based on its functions.
Materials
15 pictures at least one being a picture of magnet tiles.
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#28 Rec IDs Pic of Legos Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of Legos.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for building, connecting, interlocking, and creating structures (functions/actions that Legos perform).
Learner should select a picture(s) of the Legos.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the Legos based on its functions.
Materials
15 pictures at least one being a picture of Legos.
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#29 Rec IDs Pic of Action Figures Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of action figures.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for playing, posing, and acting out scenarios (functions/actions that action figures perform).
Learner should select a picture(s) of the action figures.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the action figures based on its functions.
Materials
15 pictures at least one being a picture of action figures.
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#30 Rec IDs Pic of a Piano Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a piano.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for playing music, pressing keys, and creating melodies (functions/actions that a piano performs).
Learner should select a picture(s) of the piano.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the piano based on its functions.
Materials
15 pictures at least one being a picture of a piano.
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#31 Rec IDs Pic of a Guitar Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a guitar.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for playing music, strumming strings, and creating melodies (functions/actions that a guitar performs).
Learner should select a picture(s) of the guitar.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the guitar based on its functions.
Materials
15 pictures at least one being a picture of a guitar.
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#32 Rec IDs Pic of a Car Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a car.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for driving, transporting people, and going from place to place (functions/actions that a car performs).
Learner should select a picture(s) of the car.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the car based on its functions.
Materials
15 pictures at least one being a picture of a car.
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#33 Rec IDs Pic of a Train Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a train.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for traveling on tracks, and making stops at stations (functions/actions that a train performs).
Learner should select a picture(s) of the train.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the train based on its functions.
Materials
15 pictures at least one being a picture of a train.
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#34 Rec IDs Pic of a Motorcycle Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a motorcycle.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for riding, cruising, and maneuvering on two wheels (functions/actions that a motorcycle performs).
Learner should select a picture(s) of the motorcycle.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the motorcycle based on its functions.
Materials
15 pictures at least one being a picture of a motorcycle.
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#35 Rec IDs Pic of an Airplane Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of an airplane.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for flying, traveling long distances, and transporting people and cargo (functions/actions that an airplane performs).
Learner should select a picture(s) of the airplane.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the airplane based on its functions.
Materials
15 pictures at least one being a picture of an airplane.
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#36 Rec IDs Pic of a Boat Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a boat.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for sailing, floating, and transporting people on water (functions/actions that a boat performs).
Learner should select a picture(s) of the boat.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the boat based on its functions.
Materials
15 pictures at least one being a picture of a boat.
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#37 Rec IDs Pic of a Toilet Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a toilet.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for using the bathroom, flushing waste, and sitting on (functions/actions that a toilet performs).
Learner should select a picture(s) of the toilet.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the toilet based on its functions.
Materials
15 pictures at least one being a picture of a toilet.
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#38 Rec IDs Pic of a Sink Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a sink.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for washing hands, cleaning dishes, and providing water (functions/actions that a sink performs).
Learner should select a picture(s) of the sink.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the sink based on its functions.
Materials
15 pictures at least one being a picture of a sink.
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#39 Rec IDs Pic of a Shower Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a shower.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item with that is for taking a bath, getting clean, and providing water (functions/actions that a shower performs).
Learner should select a picture(s) of the shower.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the shower based on its functions.
Materials
15 pictures at least one being a picture of a shower.
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#40 Rec IDs Pic of Toilet Paper Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of toilet paper.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item that is for cleaning, wiping, and providing hygiene after a bowel movement (functions/actions that toilet paper performs).
Learner should select a picture(s) of the toilet paper.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the toilet paper based on its functions.
Materials
15 pictures at least one being a picture of toilet paper.
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#41 Rec IDs Pic of Water Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of water.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item that is for drinking, hydrating, and quenching thirst (functions/actions that water performs).
Learner should select a picture(s) of the water.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the water based on its functions.
Materials
15 pictures at least one being a picture of water.
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#42 Rec IDs Pic of Orange Juice Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of orange juice.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item that is for drinking, refreshing, and providing Vitamin C (functions/actions that orange juice performs).
Learner should select a picture(s) of the orange juice.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the orange juice based on its functions.
Materials
15 pictures at least one being a picture of orange juice.
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#43 Rec IDs Pic of Milk Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of milk.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item that is for drinking, providing calcium, and adding to cereal (functions/actions that milk performs).
Learner should select a picture(s) of the milk.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the milk based on its functions.
Materials
15 pictures at least one being a picture of milk.
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#44 Rec IDs Pic of Coffee Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of coffee.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item that is for drinking, energizing, and providing a caffeine boost (functions/actions that coffee performs).
Learner should select a picture(s) of the coffee.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the coffee based on its functions.
Materials
15 pictures at least one being a picture of coffee.
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#45 Rec IDs Pic of Pop Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of pop (soda).
Gain the attention and motivation of the learner.
Ask them give/find/point to the item that is for drinking, refreshing, and fizzing (functions/actions that pop performs).
Learner should select a picture(s) of the pop.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the pop based on its functions.
Materials
15 pictures at least one being a picture of pop (soda).
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#46 Rec IDs Pic of Oven Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of an oven.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item that is for baking, roasting, and cooking food (functions/actions that an oven performs).
Learner should select a picture(s) of the oven.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the oven based on its functions.
Materials
15 pictures at least one being a picture of an oven.
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#47 Rec IDs Pic of Cupboard Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a cupboard.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item that is for storing, organizing, and keeping items (functions/actions that a cupboard performs).
Learner should select a picture(s) of the cupboard.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the cupboard based on its functions.
Materials
15 pictures at least one being a picture of a cupboard.
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#48 Rec IDs Pic of a Refrigerator Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a refrigerator.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item that is for cooling, storing food, and preserving freshness (functions/actions that a refrigerator performs).
Learner should select a picture(s) of the refrigerator.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the refrigerator based on its functions.
Materials
15 pictures at least one being a picture of a refrigerator.
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#49 Rec IDs Pic of a Range Given Function/Action(s) (Ao15)
How to Run
Present an array of 15 pictures with at least one being a picture of a range.
Gain the attention and motivation of the learner.
Ask them give/find/point to the item that is for cooking, heating, and preparing food (functions/actions that a range performs).
Learner should select a picture(s) of the range.
Reinforce accordingly.
Additional Notes
Provide the learner with more than one function or action in the beginning stages to help them hone in on the item you are targeting. Gradually fade to providing one function or action to see if they can identify the range based on its functions.
Materials
15 pictures at least one being a picture of a range.
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.
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.
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 Common Functions and Actions in 2D Array
FFC-Matches Common Functions in 2D Array (Identical)
FFC-Labels Common Functions and Actions
FFC-Names Item Given Functions/Actions (IV)
FFC-Receptively IDs Item Given Class in 2D Array