Below is a general skill sequence for helping learners master intro behaviors related to shape sorters.
Shape sorters are one of the first toys that ask a learner to match a shape to a matching opening. Once a learner can place rings on a ring stacker, shape sorters add a new demand: the piece only fits one way, in one hole. This sequence starts with a single round piece and one opening and builds toward completing a full shape sorter independently. Along the way, learners practice scanning, turning a piece to fit, and staying with a task when it doesn't work on the first try.
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 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.
Visual Perception/Match to Sample, VP-MTS 5-M, Matches any 10 identical items (e.g. inset puzzles, toys, objects, or pictures).
Independent Play, IP 7-M, Independently demonstrates the use of toys or objects
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
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
18 months, Cognitive Milestones, Plays with toys in a simple way, like pushing a toy car
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 place 3 different shapes into the correct openings of a shape sorter with no more than 1 gestural prompt.
Learner will independently complete a shape sorter with at least 5 different shapes.
Learner will independently complete 2 different shape sorters during free play.
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 complete shape sorters. 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 Drops a piece into an open container
How to Run
Remove the lid from the shape sorter so the container is open.
Gain the attention and motivation of the learner.
Hand the learner any shape and say "Put it in!"
Learner should drop the piece into the container.
Reinforce accordingly.
Additional Notes
This is the same skill as placing items in a container. If your learner already does this, skip ahead.
A satisfying sound when the piece drops in can be reinforcing on its own.
Materials
Shape sorter with removable lid
Research/Resources
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#2 Puts circle in circle opening (only opening available)
How to Run
Put the lid on and cover every opening except the circle (tape or your hand).
Gain the attention and motivation of the learner.
Hand the learner the circle and say "Put it in!"
Learner should push the circle through the opening.
Reinforce accordingly.
Additional Notes
Start with the circle because it fits no matter how it is turned.
Point to the opening if needed, then fade the gesture.
Materials
Shape sorter
Painter's tape to cover openings
Research/Resources
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#3 Puts square in square opening (only opening available)
How to Run
Cover every opening except the square.
Gain the attention and motivation of the learner.
Hand the learner the square and say "Put it in!"
Learner should turn the square until it lines up and push it through.
Reinforce accordingly.
Additional Notes
This is the first piece that has to be turned to fit. Hand it over already lined up at first, then slightly off, then fully turned.
Materials
Shape sorter
Painter's tape
Research/Resources
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#4 Puts triangle in triangle opening (only opening available)
How to Run
Cover every opening except the triangle.
Gain the attention and motivation of the learner.
Hand the learner the triangle and say "Put it in!"
Learner should turn the triangle until it fits and push it through.
Reinforce accordingly.
Additional Notes
Use the same lined-up, slightly-off, fully-turned progression as #3.
Materials
Shape sorter
Painter's tape
Research/Resources
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#5 Chooses the correct opening (2 openings available)
How to Run
Uncover the circle and square openings only.
Gain the attention and motivation of the learner.
Hand the learner either the circle or the square.
Learner should find the matching opening and push the piece through.
Reinforce accordingly. Rotate which piece you hand over.
Additional Notes
Expect trial-and-error at first (trying the wrong hole). That's part of the skill. Reinforce the correct placement, not just speed.
If the learner gets stuck, point to the matching opening and fade.
Materials
Shape sorter
Painter's tape
Research/Resources
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#6 Chooses the correct opening (3 openings available)
How to Run
Uncover the circle, square, and triangle openings.
Gain the attention and motivation of the learner.
Hand the learner one of the three shapes.
Learner should find the matching opening and push the piece through.
Reinforce accordingly.
Additional Notes
This builds on Intro to Scanning. Watch whether the learner looks across the openings before trying.
Materials
Shape sorter
Painter's tape
Research/Resources
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#7 Puts 3 pieces in, one after another
How to Run
Uncover 3 openings and place the 3 matching shapes on the table.
Gain the attention and motivation of the learner.
Say "Put them all in!"
Learner should pick up and place all 3 pieces without being handed each one.
Reinforce accordingly at the end.
Additional Notes
The learner now has to pick the piece as well as the opening.
Materials
Shape sorter
3 shapes
Research/Resources
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#8 Puts in a new shape (star, heart, or oval)
How to Run
Uncover one new opening (star, heart, oval, or similar).
Gain the attention and motivation of the learner.
Hand the learner the matching piece and say "Put it in!"
Learner should turn the piece until it fits and push it through.
Reinforce accordingly.
Additional Notes
Teach new shapes one at a time with only that opening available, then add them to the mixed arrays in #9.
Materials
Shape sorter with at least 5 shapes
Research/Resources
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#9 Completes shape sorter with 5 shapes
How to Run
Remove all tape so every opening is available.
Place 5 shapes on the table.
Say "Put them all in!"
Learner should place all 5 shapes in the correct openings.
Reinforce accordingly at the end.
Additional Notes
If errors increase, go back to fewer openings and build up again.
Learners who try every hole can get frustrated (see AFLS SM17). Consider tracking how long each piece takes.
Materials
Shape sorter with 5 or more shapes
Research/Resources
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#10 Completes shape sorter with all shapes (independent)
How to Run
Place all of the shapes on the table with the full shape sorter.
Say "Put them all in!" or simply set it out during free play.
Learner should complete the shape sorter without prompts.
Reinforce accordingly.
Additional Notes
Generalize to at least 2 different shape sorters (cube, bucket, or puzzle box style).
Opening the lid to get the pieces back out is a great way to keep the activity going.
Materials
At least 2 different shape sorters
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.
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 Reinforcer/Preference Expansion (RD-010)
Intro to Scanning (RD-020)
Single Actions with Common Toys (PL-010)
Imitation with Uni-Functional Toys (IM-030)
Intro to Ring Stackers (PL-050)
