Below is a general skill sequence for helping learners increasing imitation with multi-functional objects.
Imitation is a fundamental skill and a building block for teaching a variety of other skills. This particular skill area focuses on increasing the learner's ability to imitate actions with multi-functional toys, which can be used for a variety of different purposes. Unlike uni-functional toys, which have a single use, it can be harder to infer what to do with multi-functional toys, requiring the learner to attend closely to the model provided by the therapist.
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 6-M, Imitates 10 actions that require selecting a specific object from an array (e.g., selects a drumstick from an array also containing a horn and a bell, and imitates an adult’s drumming
Independent Play, IP 2-M, Shows variation in play by independently interacting with 5
different items (e.g., plays with rings, then a ball, then a block) (timed observation 30 minutes)
Writing, W 11-M, Imitates 5 different writing actions modeled by an adult using a writing
instrument and a writing surface.
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC1, Follows instructions
Basic Communication BC21, Writes or types own name
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
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 imitate three separate actions with three different toys or objects that can be used for multiple functions (i.e. a ball).
Learner will imitate six separate actions with three different toys or objects that can be used for multiple functions (i.e. a ball).
Learner will imitate nine actions with three different toys or objects that can be used for multiple functions (i.e. a ball).
Learner will imitate 12 actions with four different toys or objects that can be used for multiple functions (i.e. a ball).
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.
Obviously imitation is one of the cornerstone, verbal operants. If kiddos can learn to imitate, this opens the door to a variety of other actions. But what opens the door to imitation? Before we can get started with imitating with uni-functional toys, we’ll want to make sure our learners are fluent in (or at least becoming fluent in) imitating actions with preferred items/activities and imitation during familiar routines is where we’ll start.
Below is a possible skill sequence for working on increasing your learner’s ability to imitate with multi-functional toys. 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 rolling car forward
How to Run
Present a small car on a flat surface.
Gain the attention and motivation of the learner.
Perform the action of rolling the car forward while instructing the learner to perform the task - “Do this!”
Learner should perform the action without prompting.
Reinforce the learner contingent on desired response.
Flip the action figure over three or four times (as if they are falling off a building) while instructing the learner to perform the task. “Do this!”
Learner should perform the action without prompting.
Reinforce the learner contingent on desired response.
Make the car “fly around” for a few seconds while instructing the learner to perform the task. “Do this!”. Return the item to the flat surface after a few seconds.
Learner should perform the action without prompting.
Reinforce the learner contingent on desired response.
Present a piece of paper and a pencil on a flat surface.
Gain the attention and motivation of the learner.
Make a dot on the piece of paper while instructing the learner to perform the task. “Do this!”. Show them the dot afterward.
Learner should perform the action without prompting. This does not need to be a perfect circle. The response simply needs to indicate that they are trying to duplicate your action.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure that the learner has the fine motor capabilities. If they do not, then you may need to move on to the next composite skill sequence after #9.
Present a piece of paper and a pencil on a flat surface.
Gain the attention and motivation of the learner.
Make a large, exaggerated circle on the piece of paper while instructing the learner to perform the task. “Do this!”. Show them the circle afterward, tracing the circle with your finger.
Learner should perform the action without prompting. This does not need to be a perfect circle. The response simply needs to indicate that they are trying to duplicate your action.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure that the learner has the fine motor capabilities. If they do not, then you may need to move on to the next composite skill sequence after #9.
#12 Imitates making a large scribble with a pencil
How to Run
Present a piece of paper and a pencil on a flat surface.
Gain the attention and motivation of the learner.
Engage in large and exaggerated scribbling for a few seconds on the piece of paper while instructing the learner to perform the task. “Do this!”. Show them the scribble afterward.
Learner should perform the action without prompting. This does not need to be a perfect circle. The response simply needs to indicate that they are trying to duplicate your action.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure that the learner has the fine motor capabilities. If they do not, then you may need to move on to the next composite skill sequence after #9.
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.
Ingersoll, Brooke PhD. The Social Role of Imitation in Autism: Implications for the Treatment of Imitation Deficits. Infants & Young Children 21(2):p 107-119, April 2008. | DOI: 10.1097/01.IYC.0000314482.24087.14
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.
Rogers, S. J., Cook, I., & Meryl, A. (2005). Imitation and Play in Autism. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders: Diagnosis, development, neurobiology, and behavior
 (pp. 382–405). John Wiley & Sons, Inc.
Stone, W.L., Ousley, O.Y. & Littleford, C.D. Motor Imitation in Young Children with Autism: What's the Object?. J Abnorm Child Psychol 25, 475–485 (1997). https://doi.org/10.1023/A:1022685731726
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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.
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Intro to Reinforcer/Preference Expansion
Imitates Actions with Preferred Items
Imitates Actions During Familiar Routines
Imitation with Uni-Functional Toys
Performs Action with Multi-Functional Toys
