1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model a jump, a clap, and then spin around.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model a jump, spin around, and then clap.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model a jump, raise your arms, and then spin around.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model a clap, jump, and then raise your arms.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model putting your arms up, jump, and then clap.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model spinning around, jump, and then raising your arms.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model spinning around, a clap, and them raising your arms.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model a clap, spinning around, and then jump.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model a clap, raising your arms, and then spinning.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model a clap, raising your arms, and then a jump.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model raising your arms, a clap, and a jump.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model raising your arms, spinning around, and then clapping.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model touching your toes, raising your arms, and then a clap.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model putting arms up, spinning around, and touching your toes.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model spinning around, stomping your foot, and then raising your arms.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model touching your head, stomping your head, and then touching your toes.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model spinning around, raising your arms, and then touching your head.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model stomping, jumping, and then touching your toes.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model jumping, stomping your feet, and then touching your head.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

1. Gain the attention and motivation of the learner.
2. Say “Do this!” and model stomping your feet, a clap, and then touching your toes.
3. Learner should imitate the 3 actions that you modeled in order.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Modeling one action at a time, waiting for the learner to perform the action, and then modeling the next action in the 3-step sequence might be a good start for some learners. Then, try to model the complete 3-step sequence all together after the learner performs all three of the steps. Eventually, you’ll want to fade this method out.
• To prevent the learner from simply memorizing the sequence—and therefore not attending to the model when you are running the program, make sure that you are always targeting other imitation programs along with this one.

How a component analysis can reshape the way you introduce skills to your learners

The difficulties in coming up with the right programs for your learner can be endless. Very few BCBAs know about or understand the utility in using a little thing called component analysis and how it can help them out in their goal writing. A component what?

flatrockweekly.substack.com

Full Circle: A Strategy to Keep Learner Programs Moving

Here is the important, second half of my first post on component analysis. A composite is a larger skill that is produced from two or more smaller component skills. Basically, a skill made up of other skills. It's a blending of all the mastered, component skills before it.

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• Elizabeth R. Lorah, Shawn P. Gilroy, Philip N. Hineline, Acquisition of peer manding and listener responding in young children with autism, Research in Autism Spectrum Disorders, Volume 8, Issue 2, 2014, Pages 61-67, ISSN 1750-9467, https://doi.org/10.1016/j.rasd.2013.10.009.
• Kaitlin G. Causin, Kristin M. Albert, Vincent J. Carbone, Emily J. Sweeney-Kerwin, The role of joint control in teaching listener responding to children with autism and other developmental disabilities, Research in Autism Spectrum Disorders, Volume 7, Issue 9, 2013, Pages 997-1011, ISSN 1750-9467, https://doi.org/10.1016/j.rasd.2013.04.011.

Consistent with ethical obligations outlined by the Behavior Analysis Certification Board (BACB), users acknowledge that goal selection/direction is the responsibility of the BCBA. Users understand that goals should be tailored to the learner while ultimately involving the input of clients/stakeholders. Users understand their ethical obligations to the client/stakeholder concerning the selection, implementation, design, and minimization of risk regarding behavior change interventions as outlined in BACB Code. As such, this skill sequence serves as a general framework for generating ideas around this particular skill area and not as an assessment or curriculum.