Below is a general skill sequence for helping learners comprehend the basics of Circle Time.
As we prepare learners for more classroom activities, “Circle Time” can function as an effective probe for assessing how a learner will fair in a classroom setting. Circle Time also provides an opportunity for the learner to access reinforcement in a structured group setting. However, to make this experience a positive one, it may be a good idea to work on skills independently with the learner that they will need during Circle Time. This can be a far more effective approach compared to simply putting the learner into circle time and hoping that something sticks. The target ideas below are designed to be targeted individually and outside the Circle Time setting. However, it wouldn’t be stretch to target these in sequence and simulate the Circle Time experience for a week or so before introducing the learner to the real deal. Further, once the learner is with other kiddos in the Circle Time setting, these can function as targets for the “live” Circle Time session as well.
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 10-M, Imitates (or attempts to with approximations) any novel motor action modeled by an adult with and without objects (i.e., a “generalized imitative repertoire”)
- Spontaneous Vocal Behavior, SVB 5-M, Spontaneously vocalizes 15 whole words or phrases with appropriate intonation and rhythm. (timed observation 60 minutes)
- Intraverbal, IV 9-M, Answers 25 different what questions (e.g., What do you like to eat?)
- Group, G 10-M, Sits in a small group of 3 or more children for 10 minutes, attends to teacher or materials for 50% of the period, and responds to 5 of teacher’s SDs
AFLS (Assessment of Functional Living Skills)
- Basic Communication, BC1, Follows instructions
- Basic Communication, BC17, Answers "What" questions regarding home, school and community (e.g. "what" questions regarding items found in the home, school and community)
DSM-V Diagnostic Criteria for Autism
- A3, Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.
CDC’s Developmental Milestones
- 4 years, Language/Communication Milestones, Answers simple questions like “What is a coat for?” or “What is a crayon for?”
- 5 years, Cognitive Milestones, Pays attention for 5 to 10 minutes during activities. For example, during story time or making arts and crafts (screen time does not count)
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:
- During the “What’s the Weather? song in Circle Time, Learner will sing, perform the motions, and accurately identify the weather.
- Learner will sing and perform the motions for 3 Circle Time songs during Circle Time.
- Learner will follow simple instructions and/or remain seated throughout the duration of Circle Time.
- Learner will attend to appropriate stimuli for 80% of the total duration of Circle Time.
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.
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to follow instructions and participate in circle time. 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.
Following Instructions at a Distance
Intro to WaitingComposite 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.
Intro to Classroom Work (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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