Below is a general skill sequence for helping learners intraverbally fill in the names of those closest and safest to them.
Developing language skills is not only crucial for social interactions but also for helping learners understand their social positioning in relation to others. Central to this understanding is the differentiation between safe and unsafe relationships. A valuable method to initiate this conceptualization is to engage the learner in intraverbal discussions about these relationships. A foundational step in this process is to introduce fill-in statements where the learner can insert the names of those that are closest and safest to them. Utilizing common fill-in phrases and songs may provide an essential starting point in developing this intraverbal skill.
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 fill in the correct name of a familiar person when given a general fill in statement across five familiar people.
- Learner will fill in the correct name of a familiar person when given a general fill in statement across ten familiar people.
- Learner will fill in the correct name of a familiar person when given a general fill in statement across 15 familiar people.
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 Reinforcer/Preference Expansion
Imitates Actions with Preferred Items
Imitates Actions During Familiar Routines
Imitates Gross Motor Actions
Imitates Fine Motor Actions
Intro to EchoicsIntro to Simple Patterns (Coming Soon!)
Filling In Common Songs
Filling In Common Phrases Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to fill in information about relationships. 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.
Filling In Common SongsFilling In Common Phrases 
Greetings (Verbal)
Filling In Personal Information
Filling In “Itsy Bitsy Spider”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.
Answers “Who” Question About Familiar Person (Coming Soon!)
Filling in Relationship Given Familiar Person (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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