Below is a general skill sequence for helping learners master basic counting with one-to-one correspondence.
The following skill area is certainly an elementary one. The goals are nearly all the same with only the number that the learner is counting to being different. However, depending on the speed of hte learner, these small steps may be necessary. For learners who are catching on, it would be important to introduce multiple targets ((if not all of them) for this skill area at once. This skill area seeks to start the learner with counting with point-to-point correspondence—specifically with 3D items. Modeling and gesturing may be necessary through the first few programs. Some clinicians and educators choose to teach vocal counting first without having the learner engage in point-to-point counting. However, the learner may simply become fluent in reciting the numbers in order (no different than they are fluent with a familiar song). As such, they might not conceptualize the idea of “counting” at it’s core. BxMastery chooses to start with point-to-point to exhibit the static and objective nature of each object.
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 count five identical or similar items when asked to do so.
- Learner will count ten identical or similar items when asked to do so.
- Learner will count 15 identical or similar items when asked to do so.
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 Scanning 
Intro to Matching (Visual Perception) 
Following Gestures
Matches Common Items in 2D Array 1.0 (Identical)
Receptively IDs Common Items in 2D Array
Labels Common Items 1.0Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to count. 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.
Matches Numbers 1-15 in 2D Array (Identical)
Receptively IDs Numbers 1-15 in 2D Array
Labels Numbers 1-15Composite 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.
Counting in 2D (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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