Filling In Personal Information
Filling In Personal Information

Filling In Personal Information

Below is a general skill sequence for helping learners fill in personal safety information.

Developing intraverbal skills is essential for the progression of conversational development. Intraverbals, at their core, revolve around the concept of fill-ins. This component not only ties the need for a comprehensive fill-in repertoire to an individual's quality of life and safety but also initiates the crucial process of teaching learners how to convey safety information should they find themselves in a perilous situation.

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)

  • Echoic, E 1-M, Scores at least 2 on the EESA subtest
  • Intraverbal, IV 7-M, Provides first name when asked, What is your name?
  • Intraverbal, IV 8-M, Completes 25 different fill-in-blank phrases (not including songs) (e.g., You eat…You sleep in a …Shoes and…)

AFLS (Assessment of Functional Living Skills)

  • Community Knowledge, CK11, States name
  • Basic Communication, BC15, Answers questions regarding personal information (name, age, phone, siblings, parents names, etc)
  • Phone, PH18, Provides personal information only as appropriate
  • Interview, IN14, Answers interview questions

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

  • 3 years, Language/Communication Milestones, Says first name, when asked

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 name of at least two caregivers when given a corresponding fill in statement.
  • Learner will fill in personal, primary phone number when given the fill in statement “Your phone number is _____.”
  • Learner will fill in their name, address, and date of birth when given a corresponding fill in statement.

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 ExpansionIntro to Reinforcer/Preference ExpansionImitates Actions with Preferred ItemsImitates Actions with Preferred ItemsImitates Actions During Familiar RoutinesImitates Actions During Familiar RoutinesImitates Gross Motor ActionsImitates Gross Motor ActionsImitates Fine Motor ActionsImitates Fine Motor ActionsIntro to EchoicsIntro to Echoics

Intro to Simple Patterns (Coming Soon!)

Filling In Common SongsFilling In Common SongsFilling In Common Phrases Filling In Common Phrases

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to complete personal information. 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 “Your name is ____”
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#2 “Your mom’s name is ____”
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#3 “Your dad’s name is ____”
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#4 “Your birthday is ____”
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#5 “Your street is ____”
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#6 “Your city is ____”
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#7 “Your address is ____”
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#8 “Your phone number is ____” (Area code)
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#9 “Your phone number is ____” (First six digits)
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#10 “Your phone number is ____” (Full)

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 Familiar People Filling in Familiar People Filling In “Itsy Bitsy Spider”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 Questions on Personal Info (Coming Soon!)

Follow the link below to better understand component-composite analysis.

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Research and Resources
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Disclaimer

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