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.
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)
Math, M 13-M, Counts out 1-5 from a larger set of items with 1 to 1 correspondence (e.g., Give me 4 cars. Now give me 2 cars.)
Spontaneous Vocal Behavior, SVB, 5-M, Spontaneously vocalizes 15 whole words or phrases with appropriate intonation and rhythm. (timed observation 60 minutes)
AFLS (Assessment of Functional Living Skills)
Office Skills, OF34, Counts inventory
Fixed Activity Skills, FA3, Counts and places items into bags
Money, MO12, Count change received
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
5 years, Cognitive Milestones, Counts to 10
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.
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.
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#1 Counts 2 items
How to Run
Gain the attention of the learner.
Present two identical items (coins, blocks, train tracks, etc.).
Ask them to count how many there are. “How many coins are there?”
Learner should use index finger to point to or move the items as they count to two. Ex: “One, Two.”
The learner should tell you how many there are. Ex: “Two coins.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Small identical items that the learner can manipulate with their fingers.
Research/Resources
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#2 Counts 3 items
How to Run
Gain the attention of the learner.
Present three identical items (coins, blocks, train tracks, etc.).
Ask them to count how many there are. “How many coins are there?”
Learner should use index finger to point to or move the items as they count to three. Ex: “One, Two, Three.”
The learner should tell you how many there are. Ex: “Three coins.”
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Small identical items that the learner can manipulate with their fingers.
Research/Resources
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#3 Counts 4 items
How to Run
Gain the attention of the learner.
Present four identical items (coins, blocks, train tracks, etc.).
Ask them to count how many there are. "How many coins are there?"
Learner should use index finger to point to or move the items as they count to four. Ex: "One, Two, Three, Four."
The learner should tell you how many there are. Ex: "Four coins."
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Small identical items that the learner can manipulate with their fingers.
Research/Resources
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#4 Counts 5 items
How to Run
Gain the attention of the learner.
Present five identical items (coins, blocks, train tracks, etc.).
Ask them to count how many there are. "How many coins are there?"
Learner should use index finger to point to or move the items as they count to five. Ex: "One, Two, Three, Four, Five."
The learner should tell you how many there are. Ex: "Five coins."
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Small identical items that the learner can manipulate with their fingers.
Research/Resources
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#5 Counts 6 items
How to Run
Gain the attention of the learner.
Present six identical items (coins, blocks, train tracks, etc.).
Ask them to count how many there are. "How many coins are there?"
Learner should use index finger to point to or move the items as they count to six. Ex: "One, Two, Three, Four, Five, Six."
The learner should tell you how many there are. Ex: "Six coins."
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Small identical items that the learner can manipulate with their fingers.
Ask them to count how many there are. "How many coins are there?"
Learner should use index finger to point to or move the items as they count to eleven. Ex: "One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten, Eleven."
The learner should tell you how many there are. Ex: "Eleven coins."
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Small identical items that the learner can manipulate with their fingers.
Ask them to count how many there are. "How many coins are there?"
Learner should use index finger to point to or move the items as they count to twelve. Ex: "One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten, Eleven, Twelve."
The learner should tell you how many there are. Ex: "Twelve coins."
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Small identical items that the learner can manipulate with their fingers.
Ask them to count how many there are. "How many coins are there?"
Learner should use index finger to point to or move the items as they count to thirteen. Ex: "One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten, Eleven, Twelve, Thirteen."
The learner should tell you how many there are. Ex: "Thirteen coins."
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Small identical items that the learner can manipulate with their fingers.
Ask them to count how many there are. "How many coins are there?"
Learner should use index finger to point to or move the items as they count to fourteen. Ex: "One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten, Eleven, Twelve, Thirteen, Fourteen."
The learner should tell you how many there are. Ex: "Fourteen coins."
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Small identical items that the learner can manipulate with their fingers.
Ask them to count how many there are. "How many coins are there?"
Learner should use index finger to point to or move the items as they count to fifteen. Ex: "One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten, Eleven, Twelve, Thirteen, Fourteen, Fifteen."
The learner should tell you how many there are. Ex: "Fifteen coins."
Reinforce accordingly.
Additional Notes
You may need to model and use some physical or gestured guidance in the beginning stages.
Materials
Small identical items that the learner can manipulate with their fingers.
Research/Resources
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.
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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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 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 1.0
Matches Numbers 1-15 in 2D Array (Identical)
Receptively IDs Numbers 1-15 in 2D Array
Labels Numbers 1-15