Below is a general skill sequence for teaching the first stages of playing on a playground.
This skill sequence focuses on the essential initial steps for engaging in playground activities, providing learners with a comprehensive introduction to utilizing playground equipment effectively. Seamlessly integrating with other skill areas related to gross motor development, it lays the groundwork for more advanced playground experiences. As learners master the skills within this sequence, they will gain the ability to interact appropriately with playground equipment, enhancing their overall experience. Furthermore, if learners find enjoyment in these activities, this skill sequence serves to expand their reinforcement repertoire, fostering continued engagement and growth.
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)
Independent Play, IP 9-M, Independently engages in play on structures and playground
equipment for a total of 5 minutes (e.g. going down a slide, swinging) timed observation.
Social Behavior and Social Play, SBSP 4-M, Spontaneously engages in parallel play near
other children for a total of 2 minutes (e.g., sits in the sandbox near other children). (timed observation 30 minutes)
Listener Responding, LR 8-M, Performs 10 specific motor actions on command (e.g., Show
me clapping. Can you hop?)
AFLS (Assessment of Functional Living Skills)
Leisure, LS17, Participate independent OUTDOOR activities at least 30 min
Basic Mobility, MS1, Watches where walking
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
4 years, Social/Emotional Milestones, Avoids danger, like not jumping from tall heights at
the playground
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 engage in 3 common playground actions when asked to do so.
Learner will engage in 5 common playground actions 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 imitate gross motor actions. 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 Goes up a stairs on a playground
How to Run
Gain the motivation and attention of the learner.
Ask them to meet you on the second level of the playground.
Learner should climb the stairs to the second level.
Additional Notes
Ensure that the learner has the fine and gross motor capabilities to engage in the activities within this domain.
Ensure that caregivers are okay with targeting this skill.
Always ensure that the learner is safe.
Materials
Playground with a stairs
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#2 Goes through tunnel
How to Run
Gain the motivation and attention of the learner.
Ask them to proceed through a tunnel to meet you on the other side.
Learner should proceed through the tunnel.
Grant access to preferred items/activities/praise on the other side of the tunnel.
Additional Notes
Ensure that the learner has the fine and gross motor capabilities to engage in the activities within this domain.
Ensure that caregivers are okay with targeting this skill.
Always ensure that the learner is safe.
Materials
Playground with a tunnel (or similar)
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#3 Goes down slide
How to Run
Gain the motivation and attention of the learner.
Ask them to proceed the slide and to meet you at the end.
Learner should proceed down the slide.
Grant access to preferred items/activities/praise on the end of the slide.
Additional Notes
Ensure that the learner has the fine and gross motor capabilities to engage in the activities within this domain.
Ensure that caregivers are okay with targeting this skill.
Always ensure that the learner is safe.
Materials
Playground with a slide
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#4 Slides down “fire pole” with assistance
How to Run
Gain the motivation and attention of the learner.
Ask them to proceed down the fire pole.
Learner should grab the pole and therapist should assist as they slide down–gradually fading the amount of weight that they hold with each trial.
Grant access to preferred items/activities/praise after the learner slides down the pole.
Additional Notes
Ensure that the learner has the fine and gross motor capabilities to engage in the activities within this domain.
Ensure that caregivers are okay with targeting this skill.
Always ensure that the learner is safe.
Materials
Playground with a “fire pole” or similar
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#5 Slides down fire pole independently
How to Run
Gain the motivation and attention of the learner.
Ask them to proceed down the fire pole.
Learner should grab the pole and slide down the pole.
Grant access to preferred items/activities/praise after the learner slides down the pole.
Additional Notes
Ensure that the learner has the fine and gross motor capabilities to engage in the activities within this domain.
Ensure that caregivers are okay with targeting this skill.
Always ensure that the learner is safe.
Materials
Playground with a “fire pole” (or similar)
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#6 Climbs ladder (or similar) with assistance independently
How to Run
Gain the motivation and attention of the learner.
Ask them to meet you on the second level of the playground or on the end of the slide.
With the assistance of the therapist for safety, the learner should climb the ladder (or similar).
Grant access to preferred items/activities/praise after the learner reached the top.
Additional Notes
Ensure that the learner has the fine and gross motor capabilities to engage in the activities within this domain.
Ensure that caregivers are okay with targeting this skill.
Always ensure that the learner is safe.
Materials
Playground with a ladder
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#7 Climbs ladder (or similar) independently
How to Run
Gain the motivation and attention of the learner.
Ask them to meet you on the second level of the playground or on the end of the slide.
Without assistance, the learner should climb the ladder (or similar).
Grant access to preferred items/activities/praise after the learner reached the top.
Additional Notes
Ensure that the learner has the fine and gross motor capabilities to engage in the activities within this domain.
Ensure that caregivers are okay with targeting this skill.
Always ensure that the learner is safe.
Materials
Playground with a ladder
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#8 Sits on Swing
How to Run
Gain the motivation and attention of the learner.
Ask the learner to sit down on a swing.
Without assistance, the learner should grab both chains or ropes and sit down.
Grant access to preferred items/activities/praise after the learner does so.
Additional Notes
Ensure that the learner has the fine and gross motor capabilities to engage in the activities within this domain.
Ensure that caregivers are okay with targeting this skill.
Always ensure that the learner is safe.
Materials
Playground with a swing
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#9 Grabs Monkey Bar
How to Run
Gain the motivation and attention of the learner.
Lift the learner (if applicable or necessary) so that they are within arms reach of a monkey bar.
Ask them to grab the monkey bars.
Learner should grab the monkey bars with both hands (does not need to hang).
Grant access to preferred items/activities/praise after the learner does so.
Additional Notes
Ensure that the learner has the fine and gross motor capabilities to engage in the activities within this domain.
Ensure that caregivers are okay with targeting this skill.
Always ensure that the learner is safe.
Materials
Playground with monkey bars (or similar)
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.
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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Single Actions with Common Toys
Performs Preferred Action with Preferred Item (LR)
Performs Action During Familiar Routines (LR)
Performs Actions with Uni-Functional Toys (LR)
Performs Gross Motor Action (LR)
Intro to Washing Hands
Imitates Gross Motor Actions
Intro to Blocks/Building 
