Below is a general skill sequence for helping learners master intro behaviors related to table time.
Intro to Sitting teaches a learner to sit in a chair and stay there. Table time asks for more: coming to the table when it's time, working through a short set of tasks, waiting between tasks, and cleaning up before leaving. These are the building blocks of classroom work, therapy sessions, and meals. This sequence starts with short, highly reinforcing table time and gradually builds the number of tasks and the length of time the learner can stay engaged at the table.
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)
- Group, G 6-M, Sits at group snack or lunch table without negative behaviors for 3 minutes
- Listener Responding, LR 4-M, Performs 4 different motor actions on command without a visual prompt (e.g., Can you jump? Show me clapping)
AFLS (Assessment of Functional Living Skills)
- Self Management, SM7, Remains calm when learner needs to stay seated
- Self Management, SM17, Remains calm when having trouble performing difficult or multiple step tasks
- 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
- 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
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 come to the table when called and complete 3 tasks with no more than 1 verbal prompt per task.
Learner will complete 5 non-mastered tasks at the table without leaving the table.
Learner will complete 10 non-mastered tasks at the table without leaving the table.
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.
Start at the top. Each indent is the next step.
Intro to Reinforcer/Preference Expansion (RD-010)
Performs Action During Familiar Routines (LR) (RC-060)
Intro to Sitting (RD-060)
đź“Ť YOU ARE HERE: Intro to Table Time (RD-110)
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to participate in table time. 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.
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.
Intro to Classroom Work (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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