Below is a general skill sequence for helping learners increase their range in reinforcers.
The Intro to Matching skill sequence highlights the first steps in working on visual perception and matching skills. This skill sequence consists of component skills to more complex matching behaviors which include matching common pictures, items, faces, emotions, letters, numbers. Fluent mastery of various matching skills will function as tool skills for a variety of other skills while also being used as a general teaching strategy going forward.
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 Perceptual/Match to Sample, VP-MTS 2-M, Grasps small objects with thumb, index finger, and middle finger (pincer grasp) 5 times
Visual Perceptual/Match to Sample, VP-MTS 4-M, Places 3 items in a container, stacks 3 blocks or places 3 rings on a peg for 2 of these or similar activities.
AFLS (Assessment of Functional Living Skills)
Laundry, LY9, Matches and connects socks
Basic Communication, BC1, Follows instructions
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
15 months, Cognitive Milestones, Stacks at least two small objects, like blocks
Treatment Plan Goals
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: Each skill sequence goal (commonly known as a “target”) represent each stair on a stair case. The treatment plan goal is the staircase itself.
Treatment plan goal ideas for this particular skill area are as follows:
Learner will stack two identical 3D objects in an array of three across three identical pairs.
Learner will stack two identical 3D objects in an array of three across five identical pairs.
Learner will stack two identical index cards in an array of 5 items.
Learner will match two identical index cards with a symbol or picture on them in an array of 5 for three different symbols or pictures.
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 match . 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 Fits together 2 identical cups, therapist holds cup together
How to Run
With the learner’s attention and motivation, therapist holds out one cup right side up.
Therapist gives identical cup to the learner and says "Match Cup."
Learner should put their cup in the cup that the therapist is holding out (stack the cup).
Score correctly if the learner successfully stacks both cups.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items at various locations away from the learner so that they need to walk over to the therapist to match or lean or reach to stack the cup can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
#2 Fits together 2 identical cups on table (Array of 1)
How to Run
With the learner’s attention and motivation, 1 present a solo cup (or similar) sitting right side up on a table.
Therapist should then give the learner and identical cup and instruct them to "Match Cup."
Learner should put take the cup from the therapist and put it in the cup on the table (stack the cup).
Score correctly if the learner successfully stacks both cups.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to stack the cup can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
#3 Fits together 2 identical cups on table (Array of 2)
How to Run
With the learner’s attention and motivation, 1 present a solo cup (or similar) sitting right side up on a table with a plate.
Therapist should then give the learner and identical cup and instruct them to "Match Cup."
Learner should put take the cup from the therapist and put it in the cup on the table (stack the cup).
Score correctly if the learner successfully stacks both cups.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items and mixing their arrangement at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to stack the cup can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
#4 Fits together 2 identical plates on table (Array of 2)
How to Run
With the learner’s attention and motivation, 1 present a plastic or paper plate (or similar) sitting right side up on a table with a solo cup.
Therapist should then give the learner and identical plate and instruct them to "Match Plate."
Learner should put take the plate from the therapist and put it in the other plate on the table (stacks the plates).
Score correctly if the learner successfully stacks both plates.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items and mixing their arrangement at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to stack the plates can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
#5 Fits together 2 identical spoons on table (Array of 3)
How to Run
With the learner’s attention and motivation, 1 present a spoon sitting right side up on a table with a solo cup and a plate.
Therapist should then give the learner an identical spoon and instruct them to "Match Spoon."
Learner should put take the spoon from the therapist and put it in the other spoon on the table (stacks the spoons).
Score correctly if the learner successfully stacks both spoons.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items and mixing their arrangement at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to stack the spoons can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
#6 Stacks 2 identical blocks on top of each other (Array of 4)
How to Run
With the learner’s attention and motivation, 1 present a block on a table with a solo cup, a plate, and a spoon.
Therapist should then give the learner an identical block and instruct them to "Match Block."
Learner should put take the block from the therapist and put it on top of the other block on the table (stack the block).
Score correctly if the learner successfully stacks both blocks.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items and mixing their arrangement at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to stack the blocks can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
#7 Stacks 2 identical blank index cards on top of each other (Array of 5)
How to Run
With the learner’s attention and motivation, 1 present a blank index card on a table with a solo cup, a plate, a spoon, and a block.
Therapist should then give the learner an identical blank index card and instruct them to "Match White Card."
Learner should take the identical blank index card from the therapist and put it on top of the other index card on the table (stacks the cards).
Score correctly if the learner successfully stacks both of the cards.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items and mixing their arrangement at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to stack the cards can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
#8 Puts 2 identical pencils next to each other (Array of 6)
How to Run
With the learner’s attention and motivation, 1 present a pencil on a table with a solo cup, a plate, a spoon, a block, and a blank index card.
Therapist should then give the learner an identical pencil and instruct them to "Match Pencil."
Learner should take the identical pencil from the therapist and put it next to the other pencil on the table (matches the pencil).
Score correctly if the learner successfully matches the pencils.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items and mixing their arrangement at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to match the pencils can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
#9 Stacks 2 identical black index cards on top of each other (Array of 7)
How to Run
With the learner’s attention and motivation, 1 present an index card that is colored black on a table with a solo cup, a plate, a spoon, block, and pencil.
Therapist should then give the learner an identical black index card and instruct them to "Match Black Card."
Learner should take the identical black index card from the therapist and put it on top of the other black index card on the table (stacks the black cards).
Score correctly if the learner successfully stacks both of the cards.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items and mixing their arrangement at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to stack the black cards can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
#10 Puts 2 identical game pieces next to each other (Array of 8)
How to Run
With the learner’s attention and motivation, 1 present a game piece on a table with a solo cup, a plate, a spoon, a block, a blank index card, a black index card, and a pencil.
Therapist should then give the learner an identical game piece (checker, Sorry!, coin, etc.) and instruct them to "Match Man/Checker."
Learner should take the identical game piece from the therapist and put it next to the other piece on the table (matches the identical game pieces).
Score correctly if the learner successfully matches the game pieces.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items and mixing their arrangement at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to match the game pieces can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
#11 Matches 2 identical index cards with pictures of emoticons (Array of 9)
How to Run
With the learner’s attention and motivation, 1 present an index card with a picture of a smiley face on it on a table with a solo cup, a plate, a spoon, block, pencil, a black index card, and a game piece.
Therapist should then give the learner an identical index card with a smiley face and instruct them to "Match Smiley Face."
Learner should take the identical index card with the smiley face from the therapist and puts it on top or next to the other smiley face index card on the table (matches the smiley faces).
Score correctly if the learner successfully stacks both of the smiley face cards.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items and mixing their arrangement at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to stack the smiley face cards can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
#12 Puts 2 identical 3D animals next to each other (Array of 10)
How to Run
With the learner’s attention and motivation, 1 present a 3D animal on a table with a solo cup, a plate, a spoon, a block, a blank index card, a black index card, pencil, smiley face (index card), and game piece.
Therapist should then give the learner an identical 3D animal and instruct them to "Match Pig."
Learner should take the identical 3D animal from the therapist and put it next to the other it’s match on the table (matches the identical 3D animals).
Score correctly if the learner successfully matches the 3D animals.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items and mixing their arrangement at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to match the animals can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
#13 Matches 2 identical index cards with the letter A on them (Array of 10)
How to Run
With the learner’s attention and motivation, 1 present an index card with a uppercase A on it on a table with a solo cup, a plate, a spoon, block, pencil, a black index card, a game piece, and a 3D animal.
Therapist should then give the learner an identical index card with the uppercase ‘A’ on it and instruct them to "Match ‘A’."
Learner should take the identical index card with the ‘A’ from the therapist and puts it on top or next to its matching index card on the table (matches the letters).
Score correctly if the learner successfully matches both of the letters.
Reinforce accordingly.
Additional Notes
Engaging in errorless, physical prompting through the first few sessions may be helpful if the learner is not succeeding immediately.
Placing the items and mixing their arrangement at various locations on the table or away from the learner so that they need to walk over to match or lean or reach to stack the letters can be helpful as a composite skill in order to increase response effort and improve tolerance levels.
Make sure to intermingle and work on the other matching programs (see the other programs numbered above) at the same time as this. We want to ensure that the learner is discriminating correctly and attending to the critical features of the item that you are giving them. If you don’t do this, the learner may respond correctly, but only because they know what the right response is because it’s the same response every time.
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.
Barth, C., Fein, D., & Waterhouse, L. (2009). Delayed match-to-sample performance in autistic children. Journal of Applied Behavior Analysis, 42(1), 53-69. https://doi.org/10.1080/87565649509540603
Cummings, A. R., & Williams, W. L. (2000). Visual identity matching and vocal imitation training with children with autism: A surprising finding. Journal on Developmental Disabilities, 7 (2), 109–122.
Du, L., Broto, J., & Greer, R. D. (2015). The effects of establishment of conditioned reinforcement for observing responses for 3D stimuli on generalized visual match-to-sample in children with autism spectrum disorders. Journal of Applied Behavior Analysis, 48(1), 82-98. https://doi.org/10.1080/15021149.2015.1065655
Elizabeth R. Lorah, Shawn P. Gilroy, Philip N. Hineline,
Acquisition of peer manding and listener responding in young children with autism,
Research in Autism Spectrum Disorders, Volume 8, Issue 2, 2014, Pages 61-67,
ISSN 1750-9467,
https://doi.org/10.1016/j.rasd.2013.10.009.
Kaitlin G. Causin, Kristin M. Albert, Vincent J. Carbone, Emily J. Sweeney-Kerwin,
The role of joint control in teaching listener responding to children with autism and other developmental disabilities, Research in Autism Spectrum Disorders, Volume 7, Issue 9, 2013, Pages 997-1011, ISSN 1750-9467,
https://doi.org/10.1016/j.rasd.2013.04.011.
Maguire, R.W., Stromer, R., Mackay, H.A. et al.
Matching to complex samples and stimulus class formation in adults with autism and young children. J Autism Dev Disord24
, 753–772 (1994). https://doi.org/10.1007/BF02172284
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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.
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Intro to Scanning 
Intro to Reinforcer/Preference Expansion
Following Gestures
Matches Common Items in 2D Array 1.0 (Identical)
Matches Colors in 2D Array
