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.
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.
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 ArraySkill 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-Receptively IDs Common Functions and Actions in 2D Array
FFC-Matches Common Functions in 2D Array (Identical)
FFC-Labels Common Functions and ActionsComposite 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-Names Item Given Functions/Actions (IV)
FFC-Receptively IDs Item Given Class in 2D Array Follow the link below to better understand component-composite analysis.
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