Below is a general skill sequence for teaching the first stages of fine motor imitation.
In the previous skill sequences that targeted imitation, the context of the task was used as an embedded prompt to aid the learner’s response. For example, previous imitation skill sequences targeted having the learner imitate actions during preferred activities and familiar routines. Additionally, skill sequences consisted of gross motor imitation and imitation with uni-functional objects. The current sequence removes the context and requires the learner to imitate a fine motor model.
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)
Motor Imitation, MI 5-M, Imitates 20 motor movements of any type (e.g., fine motor, gross motor, imitation with objects)
Motor Imitation, MI 7-M, Imitates 20 different fine motor actions when prompted, Do this (e.g., wiggling fingers, pinching, making a fist, making a butterfly)
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC1, Follows instructions
Basic Communication BC21, Writes or types own name
Social Awareness & Manners, SA1, Returns appropriate greetings
A2, Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
CDC’s Developmental Milestones
18 months, Cognitive Milestones, Copies you doing chores, like sweeping with a broom
Treatment Plan Goal Ideas
Treatment plan goal ideas for this particular skill area are as follows:
Learner will imitate 5 different fine motor actions or similar when given a model.
Learner will imitate 10 different fine motor actions or similar when given a model.
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.
Below is a possible skill sequence for working on increasing your learner’s ability to imitate fine motor actions. 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 Imitates touching stomach
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” and pat your stomach.
Perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job touching your tummy!”)
Materials
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#2 Imitates waving
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” and wave.
Learner should perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job waving/saying ‘hi’!”)
Materials
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#3 Imitates making fist
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” as you model a making a fist.
Learner should perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job making a fist!”)
Materials
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#4 Imitates folding hands
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” as you model folding your hands.
Learner should perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job folding your hands!”)
Materials
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#5 Imitates pointing
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” and extend your index finger (point).
Learner should perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job pointing!”)
Materials
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#6 Imitates touching nose
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” and touch your nose.
Learner should perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job touching your nose!”)
Materials
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#7 Imitates thumbs up
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” and give a “thumbs up”.
Learner should perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job giving me a thumbs up!”)
Materials
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#8 Imitates touching index fingers together
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” as you model a touching index fingers together.
Learner should perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job doing pointer-to-pointer!”)
Materials
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#9 Imitates two fingers
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” as you model holding up two fingers.
Learner should perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job holding up 2 fingers!”)
Materials
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#10 Imitates thumbs down
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” as you model a “thumbs down”.
Learner should perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job doing thumbs down!”)
Materials
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#11 Imitates picking up marble
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” as you model picking up marble.
Learner should perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job picking up the marble!”)
Make sure that you are running a series of other imitation tasks with the marble on the table. The marble could act as a prompt and give the correct response away if it is the only imitation program you are working on.
Materials
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#12 Imitates picking up penny
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” as you model picking up penny.
Learner should perform the modeled action without prompts.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job picking up the penny!”)
Make sure that you are running a series of other imitation tasks with the penny on the table. The penny could act as a prompt and give the correct response away if it is the only imitation program you are working on.
Materials
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#13 Imitates making mark on paper
How to Run
Gain the attention and motivation of the learner.
Instruct them to “Do this!” as you model picking up a writing utensil and making a mark on a writing surface.
Learner should perform the modeled action without prompts. They only need to make a mark.
Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
After they’ve performed the modeled action, praise them for that specific action (Ex: “Good job writing/drawing!”)
Make sure that you are running a series of other imitation tasks with the writing utensil and paper on the table. These items could act as a prompt and give the correct response away if it is the only imitation program you are working on.
Materials
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.
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.
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.
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Disclaimer
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.
Problem? Question? Suggestion? We want to hear from you!
Intro to Reinforcer/Preference Expansion
Imitates Actions with Preferred Items
Imitates Actions During Familiar Routines
Imitation with Uni-Functional Toys
Imitates Gross Motor Actions
Imitation with Multi-Functional Toys
Performs Fine Motor Actions (LR)
Imitates 2 Step Actions
Intro to Writing/Drawing
Intro to Zippers, Buttons, & Snaps
Imitates Oral Motor Actions
Intro to Echoics
