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.
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.
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Search tags
VB-MAPP / VBMAPP: MI 5-M · VP-MTS 13-M · Motor Imitation · Visual Perception and Match-to-Sample
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)
Visual Perception/Match to Sample, VP-MTS 13-M, Completes 20 different block designs, parquetry shape puzzles, or similar tasks with at least 8 different pieces.
Self Management, SM17, Remains calm when having trouble performing difficult or multiple step tasks
DSM-V Diagnostic Criteria for Autism
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
30 months, Cognitive Milestones, Follows two-step instructions like “Put the toy down
and close the door.”
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.
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.
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#1 Copies 2 Block Model A
How to Run
Gain the motivation and attention of the learner.
Give the learner two blocks that are identical to the two blocks in your possession.
Instruct the learner to attend and copy your design as you create a two-block model.
Learner should build the same two block design that you modeled.
Reinforce the learner accordingly.
Additional Notes
Materials
Two sets of two blocks. Both sets should be identical to each other.
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.
Advanced Block Building (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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Research and Resources
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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 (RD-010)
Imitates Actions with Preferred Items (IM-010)
Imitates Actions During Familiar Routines (IM-020)
Imitation with Multi-Functional Toys (IM-040)
Intro to Blocks/Building (PL-060)