Below is a general skill sequence for helping learners construct matching block designs off of a model.
As learners gain fluency in imitating actions with multi-functional objects, clinicians and teachers may begin to think about programming that addresses imitation while improving visuospatial abilities. This skill area seeks to introduce these visuospatial practices through having learners copy models of simple block designs provided by the therapist or aid. Learners will need to be fluent in imitating actions with multi-functional objects and may need to be fluent in imitating two step actions as some of the more advanced targets in this skill area require some persistance as they construct the designs. As learners gain fluency here, the clinician or teacher can begin to think about more advanced designs such as simple builds with Legos, Lincoln Logs, and erector sets.
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 copy five two-block designs when provided a model.
- Learner will copy five three block designs when provided a model.
- Learner will copy five four block designs when provided a model.
- Learner will copy five five block designs when provided 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.
Intro to Reinforcer/Preference Expansion
Imitates Actions with Preferred Items
Imitates Actions During Familiar Routines
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to build a block design based on a simple model. 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.
Imitation with Multi-Functional Toys
Intro to Blocks/Building 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.
Advanced Block Building (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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