Below is a general skill sequence for teaching learners how to play Memory.

As a learner matures in their ability to sit still, take turns, and tolerate the company of their peers, doors open to engage in more traditional and intricate games. Memory serves as an excellent starting point for introducing basic games to your learner. It's important to remember that Memory is traditionally designed for children aged 3 and older. However, it's crucial to approach this game with caution: one should avoid turning the experience into a tedious and off-putting chore at all costs.

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 take one turn in a common “Memory” game where their cards match eachother.
• Learner will take one turn in a common “Memory” game where their cards do not match each other.
• Learner will play a common “Memory” game with an eight card array, relying only on verbal prompts.
• Learner will play a common “Memory” game with all of the cards, relying only on verbal prompts.

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

Performs Preferred Action with Preferred Item (LR)

Single Actions with Common Toys

Performs Action During Familiar Routines (LR)

Performs Actions with Uni-Functional Toys (LR)

Intro to Scanning

Intro to Matching (Visual Perception)

Following Gestures

Matches Common Items in 2D Array 1.0 (Identical)

Intro to Puzzles

Intro to Taking Turns

Skill Sequence

Below is a possible skill sequence for working on increasing your learner’s ability to follow instructions and participate in playing Memory. 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.

Intro to Peers

Intro to Jigsaw Puzzles

Matches Common Items in 2D Array 1.0 (Identical)

Matches Common Actions in 2D Array 1.0 (Identical)

Matches Uppercase Letters in 2D Array (Identical)

Intro to Board Games

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.

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