Below is a general skill sequence for helping learners master intro behaviors related to coloring.
Coloring is one of the most common activities in preschool and early elementary classrooms. It builds fine motor control and grasp, and it is enjoyable for most kids. Like Intro to Writing/Drawing, this skill area starts with imitation: the therapist models each step ("Do this!") and the learner copies, first making marks, then scribbling, then coloring inside a shape. Once the learner can color inside a shape with a model, the model is removed, and the learner colors for longer stretches and finally fills in a whole shape on their own.
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)
- Visual Perception/Match to Sample, VPMS 2-M, Grasps small objects with thumb, index finger, and middle finger (pincer grasp) 5 times.
- Writing, W 11-M, Imitates 5 different writing actions modeled by an adult using a writing instrument
AFLS (Assessment of Functional Living Skills)
- Leisure, LS14, Participates in independent INDOOR activities at least 30 min
- Workplace Safety, WS31, Performs variety of fine motor 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
- 3 years, Cognitive Milestones, Draws a circle, when you show him how
- 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
Select treatment plan goals that accurately encompass what you think the learner can accomplish in this skill area over the course of an authorization period (usually 6 months).
Treatment plan goal ideas for this particular skill area are as follows:
Learner will make a mark inside a shape across 3 shapes.
Learner will color inside a shape for 10 seconds.
Learner will color inside a shape for 15 seconds.
Learner will color inside a picture for 15 seconds.
Learner will independently fill in a whole shape.
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.
Start at the top. Each indent is the next step.
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to color. 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.
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.
Basic Drawing (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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