1. Have access to a small ball (or similar) and a cup (or similar).
2. Gain the attention and motivation of the learner.
3. Give them the instruction to “Do this!” and model putting the ball in the cup.
4. Hand the learner the ball (or similar) and hold out the cup.
5. The learner should copy the model.
6. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job putting it ball in.”)

1. Grab a small chair or mat.
2. Gain the attention and motivation of the learner.
3. Give them the instruction to “Do this!” and model sitting down on the item.
4. The learner should copy the model and sit down.
5. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job sitting!”)

1. Hold your hand out.
2. Gain the attention and motivation of the learner.
3. Give them the instruction to “Do this!” and model grabbing your hand with your free hand.
4. The learner should copy the model by grabbing your hand (which should still be outstretched).
5. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job holding my hand!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and stand on a mark on the floor.
3. Move off the mark.
4. The learner should copy the model by standing on the mark.
5. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job standing on the ‘x’!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and model putting your hands on your knees.
3. The learner should copy the model by putting their hands on their knees.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job putting your hands down!”)

1. Sit down on a chair or mat next to the learner.
2. Ensure that they are sitting as well.
3. Gain the attention and motivation of the learner.
4. Give them the instruction to “Do this!” and model standing up.
5. The learner should copy the model by standing up.
6. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job putting your hands down!”)

1. Stand next to your learner.
2. Ensure that they are standing as well.
3. Gain the attention and motivation of the learner.
4. Give them the instruction to “Do this!” and model jumping.
5. The learner should copy the model by jumping.
6. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job jumping!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and model clapping.
3. The learner should copy the model by clapping.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job clapping!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and model spinning.
3. The learner should copy the model by spinning.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job spinning!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and model raising your arms.
3. The learner should copy the model by raising their arms.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job doing arms up!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and model stomping your feet.
3. The learner should copy the model by stomping their feet.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job stomping!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and model knocking on a hard surface.
3. The learner should copy the model by knocking.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job knocking!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and model putting your hands in your pockets.
3. The learner should copy the model by putting their hands in their pockets.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job putting your hands in your pockets!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and model touching your head.
3. The learner should copy the model by touching their head.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job touching your head!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and model touching your stomach.
3. The learner should copy the model by touching their stomach..
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job touching tummy!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and model touching your toes.
3. The learner should copy the model by touching their toes.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job touching toes!”)

1. Gain the attention and motivation of the learner.
2. Give them the instruction to “Do this!” and model touching or grabbing an item in a small array.
3. The learner should copy the model by touching/grabbing the item.
4. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job getting the ball!”)

1. Grab a writing utensil and blank piece of paper (or similar).
2. Gain the attention and motivation of the learner.
3. Give them the instruction to “Do this!” and model making a mark on the writing surface.
4. Hand the learner the writing utensil and present the paper.
5. The learner should copy the model and make any kind of mark on the paper.
6. Contingent on the correct response, reinforce the learner accordingly.

Additional Notes

• Name the action following their correct response (Ex: “Good job drawing.”)

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?

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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.