Below is a general skill sequence for helping learners vocally greet others.
This skill area serves as the foundational stepping stone for initiating formal conversations. Building upon pre-existing skills such as maintaining eye contact, understanding non-verbal greetings, and completing intraverbals in common phrases and songs, this area lays the groundwork for basic conversational capabilities. It aligns seamlessly with early peer programming and fosters social interactions that may occur at a distance, such as waving hello or exchanging brief greetings. By focusing on these elemental components, this skill area facilitates the transition to more complex conversational exchanges, essentially paving the way for the simplest forms of meaningful dialogue. As learners master these basics, they become better equipped to engage in more intricate social interactions, thereby expanding their communicative reach and capabilities.
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:
- When greeted by another adult or peer, learner will respond to them with “Hi”/”Hello”.
- When greeted by a peer, learner will respond to them with “Hi (name)”/”Hello (name)”.
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
Single Actions with Common Toys
Following Gestures
Intro to Eye Contact
Greetings (Non-Verbal) 
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 complete verbal greetings. 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
Approaching Others When AskedFilling In Common SongsFilling In Common Phrases 
Labels Own BehaviorComposite 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.
Labels Own BehaviorFollow the link below to better understand component-composite analysis.
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