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/Intro to Taking Turns
Intro to Taking Turns
Intro to Taking Turns
Intro to Taking Turns

Intro to Taking Turns

Below is a general skill sequence for helping learners take turns during play activities.

Turn-taking stands as a cornerstone in the evolution of game play, as well as broader social and relational development for learners. Establishing a strong foundation begins with ensuring mastery in foundational areas such as scanning, matching, gestures, and listener responding with uni-functional objects. Familiarity with specific items, notably puzzles, bolsters the learning process. Concurrently, targeting jigsaw puzzles, inset puzzles, ring stackers, shape sorters, and multi-functional toys can significantly enhance skill acquisition. Once a learner attains mastery in this domain, they are better equipped to engage in more intricate game play and shared experiences with peers, fostering richer social interactions.

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)

  • Social Behavior and Social Play, SBSP 8-M, Engages in sustained social play with peers for 3 minutes without adult prompts or reinforcement (e.g., cooperatively setting up a play set, water play) (timed observation 30 minutes)
  • Group, G 9-M, Sits in a small group or 3 or more children for 5 minutes without disruptive behavior or attempting to leave the group.

AFLS (Assessment of Functional Living Skills)

  • Social Awareness & Manners, SA37, Takes turns conversing in groups
  • Social Awareness & Manners, SA44, Shares friends with others
  • Self Management, SM18, Remains calm when group or friend makes decision that learner must follow
  • Leisure, LS19, Participates in structured group activities (clubs, dance, scout)

DSM-V Diagnostic Criteria for Autism

  • A3, Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.

CDC’s Developmental Milestones

  • 5 years, Social/Emotional Milestones, Follows rules or takes turns when playing games with other children
  • 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 take turns with a highly preferred item for 10 turns/exchanges.
  • Learner will take turns during play activity for 10 turns/exchanges across 3 non-game play activities.
  • Learner will take turns during play activity for 25 turns/exchanges when there are ate least three other peers or platers.

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 ExpansionIntro to Reinforcer/Preference ExpansionSingle Actions with Common ToysSingle Actions with Common ToysIntro to Scanning Intro to Scanning Following GesturesFollowing GesturesIntro to Matching (Visual Perception) Intro to Matching (Visual Perception) Performs Preferred Action with Preferred Item (LR)Performs Preferred Action with Preferred Item (LR)Performs Action During Familiar Routines (LR)Performs Action During Familiar Routines (LR)Performs Actions with Uni-Functional Toys (LR)Performs Actions with Uni-Functional Toys (LR)Intro to Ring StackersIntro to Ring Stackers

Intro to Shape Sorters (Coming Soon!)

Intro to Blocks/Building Intro to Blocks/Building Intro to Puzzles Intro to Puzzles Intro to PeersIntro to Peers

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to take turns. 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 “My turn” with a neutral value item.

How to Run

  1. Hand learner a neutral value item.
  2. Hold your hand out and say “My turn!”.
  3. Learner should hand you the item.
  4. Reinforce accordingly

Additional Notes

Materials

Research/Resources

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#2 “My turn” with a high value item.

How to Run

  1. Take note of/have the learner engage with a high value item.
  2. Hold your hand out and say “My turn!”.
  3. Learner should hand you the item.
  4. Return the item immediately.

Additional Notes

Materials

Research/Resources

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#3 “My turn” with a high value item for 4 exchanges.

How to Run

  1. Take note of/have the learner engage with a high value item.
  2. Hold your hand out and say “My turn!”.
  3. Learner should hand you the item.
  4. Engage with the item for a tolerable amount of time.
  5. Have the learner mand for the item, mand “My turn!”, or prompt them to say “my turn” if applicable.
  6. Return the item.
  7. Continue this through two more exchanges.

Additional Notes

  • One exchange = an instance where the therapist hands over the item to the learner for their turn OR the learner hands the item over to the therapist for their turn

Materials

Research/Resources

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#4 “My turn” with a high value item for 10 exchanges.

How to Run

  1. Take note of/have the learner engage with a high value item.
  2. Hold your hand out and say “My turn!”.
  3. Learner should hand you the item.
  4. Engage with the item for a tolerable amount of time.
  5. Have the learner mand for the item, mand “My turn!”, or prompt them to say “my turn” if applicable.
  6. Return the item.
  7. Continue this through eight more exchanges.

Additional Notes

  • One exchange = an instance where the therapist hands over the item to the learner for their turn OR the learner hands the item over to the therapist for their turn

Materials

Research/Resources

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#5 “My turn” with spinners for 10 exchanges.

How to Run

  1. Give the learner the spinner from a common board game.
  2. Ask them to spin the spinner.
  3. Take note of where the spinner landed and label it. Ex: “You got a 4!”
  4. Therapist should hold their hand out and let them know that it is their (the therapist’s) turn. “My turn!”
  5. Therapist should spin the spinner.
  6. Therapist should take note and label where the spinner lands. “I landed on a 6!”
  7. Have the learner mand for the spinner, mand “My turn!”, or prompt them to say “my turn” if applicable.
  8. Return the spinner.
  9. Continue this through 8 more exchanges.

Additional Notes

  • One exchange = an instance where the therapist takes a turn OR the learner takes a turn.

Materials

Research/Resources

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#6 “My turn” with dice for 10 exchanges.

How to Run

  1. Give the learner a dice from a common board game.
  2. Ask them to roll the dice
  3. Take note of where the dice landed and label it. Ex: “You got a 4!”
  4. Therapist should hold their hand out and let them know that it is their (the therapist’s) turn. “My turn!”
  5. Therapist should roll the die.
  6. Therapist should take note and label where the die lands. “I landed on a 6!”
  7. Have the learner mand for the die, mand “My turn!”, or prompt them to say “my turn” if applicable.
  8. Return the dice.
  9. Continue this through 8 more exchanges.

Additional Notes

  • One exchange = an instance where the therapist takes a turn OR the learner takes a turn.

Materials

Research/Resources

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#7 Alternates turns flipping cards

How to Run

  1. Give the learner a stack or array of at least ten cards. These can be cards from games like Candyland, Memory, or regular playing cards.
  2. Ask them to pick a card.
  3. Take note of which card they get and label it enthusiastically. Ex: “You got a blue one!”
  4. Therapist should then inform the learner that it’s their turn. “My turn!”
  5. Therapist should pick a card.
  6. Therapist should take note and label their card. “Its a red one!”
  7. Have the learner mand “My turn!” or prompt them to say “my turn” if applicable.
  8. Learner should pick another card.
  9. Continue this through 8 more exchanges.

Additional Notes

  • One exchange = an instance where the therapist takes a turn OR the learner takes a turn.
  • Depending on the cards you use, you may choose to have the learner place the overturned cards on a discard pile (or to leave them turned over).

Materials

  • Common playing cards
  • Memory cards (from the game)
  • Candy land Cards
  • Sports Cards

Research/Resources

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#8 Alternates turns putting rings on ring stacker

How to Run

  1. Present a ring stacker with dislodged rings.
  2. The therapist should inform the learner that they (the therapist) will go first.
  3. Therapist should put one ring on the ring stacker.
  4. Therapist should then let the learner know that it is their turn. “Your turn!”. Allow them to mand for a turn if they can!
  5. Learner should grab a ring and put it on the existing rings on the ring-stacker
  6. Continue this process, alternating turns, for 8 turns or until all of the rings are on the stacker.

Additional Notes

  • Rings do not need to be ordered perfectly.

Materials

  • rings and ringstacker

Research/Resources

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#9 Alternates turns putting shapes in shape sorter

How to Run

  1. Present a shape sorter with shapes (outside the shape sorter)
  2. The therapist should inform the learner that they (the therapist) will go first.
  3. Therapist should put one shape in the shape sorter.
  4. Therapist should then let the learner know that it is their turn. “Your turn!”. Allow them to mand for a turn if they can!
  5. Learner should grab a shape and put it in the shape sorter.
  6. Continue this process, alternating turns, for 8 turns or until all of the shapes are in the shape sorter.

Additional Notes

Materials

  • Shape sorter and shapes

Research/Resources

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#10 Alternates turns completing inset puzzle

How to Run

  1. Present an inset puzzle with puzzle pieces next to it.
  2. The therapist should inform the learner that they (the therapist) will go first.
  3. Therapist should put one piece in the puzzle.
  4. Therapist should then let the learner know that it is their turn. “Your turn!”. Allow them to mand for a turn if they can!
  5. Learner should grab a puzzle piece and put it in the puzzle.
  6. Continue this process, alternating turns, for 8 turns or until the puzzle is complete.

Additional Notes

Materials

  • Common inset puzzle

Research/Resources

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#11 Alternates turns building block tower

How to Run

  1. Present one block and at least 10 other blocks.
  2. The therapist should inform the learner that they (the therapist) will go first.
  3. Therapist should put one block on another block.
  4. Therapist should then let the learner know that it is their turn. “Your turn!”
  5. Learner should grab a block and put it on the existing blocks.
  6. Continue this process, alternating turns, for 8 turns.

Additional Notes

  • Allow the learner to place the blocks creatively.
  • Aim to keep the exchanges going until the block tower is too tall and falls over.

Materials

  • blocks

Research/Resources

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#12 Alternates turns moving game pieces

How to Run

  1. Present a common board game (Candyland, Sorry, Monopoly) with two game pieces—one for the therapist and one for the learner.
  2. The therapist should inform the learner that they will go first.
  3. Therapist should move their game piece any distance on the game board.
  4. Therapist should then let the learner know that it is their turn. “Your turn!”
  5. Learner should move their own game piece close to where the therapist moved theirs.
  6. Therapist should then inform the learner that it’s their turn. “My turn!”
  7. Continue this through 8 more exchanges.

Additional Notes

  • One exchange = an instance where the therapist hands over the item to the learner for their turn OR the learner hands the item over to the therapist for their turn.
  • Notice that this program does not include rolling dice, cards, spinners, etc. Feel free to add this component if the learner seems to be highly interested in the game and has demonstrated the ability to understand the relationship between dice, cards, and/or spinners to the movement of the game piece.

Materials

  • Common board game with game pieces

Research/Resources

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#13 Alternates turns with electronic media/game

How to Run

  1. Present a preferred electronic game or video to the learner.
  2. The therapist should inform the learner that they (the therapist) will go first.
  3. Therapist should begin the game or push play on the video.
  4. Therapist should then let the learner know that it is their turn. “Your turn!”
  5. Learner should begin playing the game or push play on the video.
  6. Continue this process, alternating turns, for 8 turns or until the game or video is over.

Additional Notes

  • Turns should be taken at logical stopping points during the game or video. For example, when Mario falls off a cliff OR when there is a scene change.

Materials

  • TV, tablet, or computer

Research/Resources

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#14 Alternates turns with spinners with 3-4 players with visual.

How to Run

  1. Recruit 1-2 other capable adults or peers to join the therapist and the learner as “players”.
  2. Establish an order to which the players will take turns.
  3. Use a visual to indicate the order. Ex: List players’ names on a dry erase board. Put a check mark next to the player taking a turn (and erase as you go).
  4. Give the first player the spinner from a common board game.
  5. Ask them to spin the spinner.
  6. Take note of where the spinner landed and label it. Ex: “You got a 4!”
  7. Continue this process alternating through each player in the predetermined order—including the learner (as you would in a normal board game)
  8. Continue this through 25 turns/exchanges.

Additional Notes

  • One exchange = an instance where a player takes a turn.
  • At this point, we are not moving game pieces to correspond with the spinner.

Materials

Research/Resources

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#15 Alternates turns with spinners with 3-4 players.

How to Run

  1. Recruit 1-2 other capable adults or peers to join the therapist and the learner as “players”.
  2. Establish an order to which the players will take turns.
  3. Give the first player the spinner from a common board game.
  4. Ask them to spin the spinner.
  5. Take note of where the spinner landed and label it. Ex: “You got a 4!”
  6. Continue this process alternating through each player in the predetermined order—including the learner (as you would in a normal board game)
  7. Continue this through 25 turns/exchanges.

Additional Notes

  • One exchange = an instance where a player takes a turn.
  • At this point, we are not moving game pieces to correspond with the spinner.

Materials

Research/Resources

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#16 Alternates turns with dice with 3-4 players.

How to Run

  1. Recruit 1-2 other capable adults or peers to join the therapist and the learner as “players”.
  2. Establish an order to which the players will take turns.
  3. Give the first player a dice.
  4. Ask them to roll the dice.
  5. Take note of where the dice lands and label it. Ex: “You got a 4!”
  6. Continue this process alternating through each player in the predetermined order—including the learner (as you would in a normal board game)
  7. Continue this through 25 turns/exchanges.

Additional Notes

  • One exchange = an instance where a player takes a turn.
  • At this point, we are not moving game pieces to correspond with the dice roll.

Materials

Research/Resources

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#17 Alternates turns flipping cards with 3-4 players.

How to Run

  1. Recruit 1-2 other capable adults or peers to join the therapist and the learner as “players”.
  2. Establish an order to which the players will take turns.
  3. Give the first player a stack of cards (face down).
  4. Ask them to pick a card.
  5. Take note of the card that they pick. Ex: “You have an Ace!”
  6. Continue this process alternating through each player in the predetermined order—including the learner (as you would in a normal game with cards)
  7. Continue this through 25 turns/exchanges.

Additional Notes

  • One exchange = an instance where a player takes a turn.

Materials

Research/Resources

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#18 Alternates turns building block tower with 3-4 players.

How to Run

  1. Recruit 1-2 other capable adults or peers to join the therapist and the learner as “players”.
  2. Establish an order to which the players will take turns.
  3. Present a large pile of blocks.
  4. Instruct the first player to stack two blocks.
  5. They should stack one block on top of the other.
  6. Then the following player should proceed to add a block to the existing stack of blocks.
  7. Continue this process alternating through each player in the predetermined order—including the learner (as you would in a normal game with cards)
  8. Continue this through 25 turns/exchanges or until block tower falls over.

Additional Notes

  • One exchange = an instance where a player takes a turn.

Materials

Research/Resources

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#19 Alternates turns completing jigsaw with 3-4 players.

How to Run

  1. Recruit 1-2 other capable adults or peers to join the therapist and the learner as “players”.
  2. Establish an order to which the players will take turns.
  3. Present 24 piece jigsaw puzzle
  4. Instruct the first player to put two pieces together.
  5. After they’ve done so, each of the following players in the order should find a piece to attach and do so.
  6. Continue this process alternating through each player in the predetermined order—including the learner (as you would in a normal game with cards)
  7. Continue this through 25 turns/exchanges or until the puzzle is complete.

Additional Notes

  • One exchange = an instance where a player takes a turn.

Materials

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.

Intro to Jigsaw PuzzlesIntro to Jigsaw PuzzlesIntro to Ring StackersIntro to Ring StackersPerforms Action with Multi-Functional ToysPerforms Action with Multi-Functional Toys

Intro to Shape Sorters (Coming Soon!)

Intro to Blocks/Building Intro to Blocks/Building Game Play: MemoryGame Play: Memory

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 Board Games Intro to Board Games Game Play: MemoryGame Play: Memory

Follow the link below to better understand component-composite analysis.

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Research and Resources
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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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