Below is a general skill sequence for introducing learners to jigsaw puzzles.
Jigsaw puzzles present an awesome avenue for your learner’s development. These intricate puzzles go beyond mere recreation; they are instrumental in fostering essential developmental competencies such as collaboration with peers, turn-taking, and complex problem-solving. The process of engaging with jigsaw puzzles begins by establishing a solid foundation in simpler puzzle forms, specifically inset puzzles. Before a learner can successfully tackle jigsaw puzzles, fluency in inset puzzles is vital, as it provides the essential grounding required. This foundation must also include other key abilities such as scanning, basic matching, following instructions and imitating actions with uni-functional toys and during familiar routines. The careful alignment of these skills ensures that the learner is well-prepared for the multifaceted challenges posed by jigsaw puzzles!
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, VP-MTS 2-M, Grasps small objects with thumb, index finger, and middle finger (pincer grasp) 5 times
- Visual Perception/Match to Sample, VP-MTS 5-M, Matches any 10 identical items (e.g. inset puzzles, toys, objects, or pictures.
- Visual Perception/Match to Sample, VP-MTS 13-M, Completes 20 different block designs, parquetry shape puzzles, or similar tasks with at least 8 different pieces.
- Independent Play, IP 6-M, Searches for a missing or corresponding toy or part of a set for 5 items or sets (e.g., a puzzle piece, a ball for a drop-in toy, a bottle for a baby doll).
AFLS (Assessment of Functional Living Skills)
- Leisure, LS14, Participates in independent INDOOR activities at least 30 min
- Self Management, SM17, Remains calm when having trouble performing difficult or multiple step tasks
- Basic Communication, BC5, Requests missing items needed for a task
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, 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:
- Learner will independently complete a 4 piece jigsaw puzzle.
- Learner will independently complete a 6 piece jigsaw puzzle.
- Learner will independently select and arrange the corner pieces to a 9 piece jigsaw puzzle.
- Learner will independently complete a 9 piece jigsaw puzzle.
- Learner will independently complete a 12 piece jigsaw puzzle.
- Learner will independently complete a 24 piece jigsaw puzzle.
- Learner will independently complete 3 jigsaw puzzles of varying sizes.
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 Reinforcer/Preference Expansion
Performs Preferred Action with Preferred Item (LR)
Single Actions with Common Toys
Performs Action During Familiar Routines (LR)
Performs Actions with Uni-Functional Toys (LR)
Intro to Scanning 
Intro to Matching (Visual Perception) 
Following Gestures
Intro to Puzzles Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to use puzzles. 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.
Performs Actions with Uni-Functional Toys (LR)
Imitation with Uni-Functional Toys
Performs Action with Multi-Functional Toys
Imitation with Multi-Functional ToysIntro to Puzzles 
Game Play: Memory
Intro to Blocks/Building 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.
Building with Legos (Coming Soon!)
Advanced Block Building (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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