Below is a general skill sequence for helping learners trace simple arrangements.
Handwriting happens to be that exciting transition into writing and composition for most learners. And, most learners usually follow an advanced tracing repertoire. However, even tracing has it’s basics. The following skill area looks to get your learner started in the basics of following simple stimuli with a pencil. As the learner progresses, you can begin the process of introducing smaller letters, numbers, and even words.
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 Perception/Match to Sample, VPMS 2-M, Grasps small objects with thumb, index finger, and middle finger (pincer grasp) 5 times.
Writing, W 11-M, Imitates 5 different writing actions modeled by an adult using a writing
instrument and a writing surface.
Writing, W 12-M, Independently traces within ¼ of the lines of 5 different geometrical shapes
(e.g., circle, square, triangle, rectangle, star).
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC21, Writes or types own name
Office Skills, OF27, Signs for packages
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, Writes some letters in her name
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 connect two dots in any capacity across 5 different arrangements.
Learner will trace 5 different arrangements of 3-dot lines.
Learner will trace 5 different arrangements of 5 dot lines when the lines are less than a quart-page in size.
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 trace simple arrangements. 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 Traces two dots (top left to lower right)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with two dots (+/- 1/4 inch in diameter) and a writing utensil. The dot on the left should be in the upper left hand side of the paper. The dot on the right should be on the lower right.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left and make a line to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#2 Traces two dots (bottom left to top right)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with two dots (+/- 1/4 inch in diameter) and a writing utensil. The dot on the left should be in the lower left hand side of the paper. The dot on the right should be on the upper right.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left and make a line to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#3 Traces two dots (parallel, left to right)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with two dots (+/- 1/4 inch in diameter) and a writing utensil. The dot on the left should be in the middle left hand side of the paper. The dot on the right should be on the middle right. In other words, both should be equidistant from the bottom of the paper.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left and make a line to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#4 Traces two dots (parallel, top to bottom)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with two dots (+/- 1/4 inch in diameter) and a writing utensil. The dot on the top should be in the middle top side of the paper. The dot on the bottom should be on the middle bottom. In other words, the top one should be directly above the bottom dot.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the top and make a line to the dot at the bottom. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#5 Traces three dots (top left to lower right)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with three dots (+/- 1/4 inch in diameter) and a writing utensil. The dot on the left should be in the upper left hand side of the paper. One dot should directly be in the middle of the page. The dot on the right should be on the lower right.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left and make a line to the middle dot and then to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#6 Traces three dots (bottom left to top right)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with three dots (+/- 1/4 inch in diameter) and a writing utensil. The dot on the left should be in the lower left hand side of the paper. There should be a dot near the middle of the paper. The dot on the right should be on the upper right.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left, through the middle dot, and make a line to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#7 Traces three dots (left to right, straight line)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with three dots (+/- 1/4 inch in diameter) and a writing utensil. The dot on the left should be on the left hand side of the paper. There should be a dot a few inches next to it on the right. Then, there should be a dot a few inches to the right of the middle dot. The three dots should be in line with each other horizontally.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left, make a line through the middle dot, and make a line to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#8 Traces three dots (top to bottom, straight line)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with three dots (+/- 1/4 inch in diameter) and a writing utensil. The first dot should be on top side of the paper. There should be a dot below it toward the middle of the paper. The final dot should be below that one, at the bottom of the paper. Together, the dots should be in line with each other vertically.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the top, make a line through the middle dot, and make a line to the dot at the bottom. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#9 Traces four dots (diagonally, downward to the right)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with four dots (+/- 1/8 inch in diameter) and a writing utensil. The dot on the left should be in the upper left hand side of the paper. Two dots should be in the middle of the page. The last dot on the right should be on the lower right.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left and make a line through the middle dots and then to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#10 Traces four dots (diagonally, upward to the right)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with four dots (+/- 1/8 inch in diameter) and a writing utensil. The dot on the left should be in the lower left hand side of the paper. Two dots should be in the middle of the page. The last dot on the right should be on the upper right. All should be in line with each other diagonally.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left and make a line through the middle dots and then to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#11 Traces four dots (horizontally, left to right)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with four dots (+/- 1/8 inch in diameter) and a writing utensil. The dot on the left should be in the middle, far left hand side of the paper. Two dots should be in the middle of the page. The last dot on the right should be on the far right. All should be in line with each other horizontally.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left and make a line through the middle dots and then to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#12 Traces four dots (vertically, top to bottom)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with four dots (+/- 1/8 inch in diameter) and a writing utensil. The dot on the left should be on the top of the page. Two dots should be in the middle of the page. The last dot on the right should be on the bottom of the page. All should be in line with each other vertically.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the top and make a line through the middle dots and then to the dot at the bottom. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#13 Traces five dots (diagonally, downward to the right)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with five dots (+/- 1/8 inch in diameter) and a writing utensil. The dot on the left should be in the upper left hand side of the paper. Three dots should be in the middle of the page. The last dot on the right should be on the lower right.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left and make a line through the middle dots and then to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#14 Traces five dots (diagonally, upward to the right)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with five dots (+/- 1/8 inch in diameter) and a writing utensil. The dot on the left should be in the lower left hand side of the paper. Three dots should be in the middle of the page. The last dot on the right should be on the upper right. All should be in line with each other diagonally.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left and make a line through the middle dots and then to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#15 Traces five dots (horizontally, left to right)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with five dots (+/- 1/8 inch in diameter) and a writing utensil. The dot on the left should be in the middle, far left hand side of the paper. Three dots should be in the middle of the page. The last dot on the right should be on the far right. All should be in line with each other horizontally.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left and make a line through the middle dots and then to the dot at the right. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#16 Traces five dots (vertically, top to bottom)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with five dots (+/- 1/8 inch in diameter) and a writing utensil. The dot on the left should be on the top of the page. Three dots should be in the middle of the page. The last dot on the right should be on the bottom of the page. All should be in line with each other vertically.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the top and make a line through the middle dots and then to the dot at the bottom. Line can be squiggly or jagged but it shouldn’t be broken.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#17 Traces five dots (curved line)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with five dots (+/- 1/8 inch in diameter) and a writing utensil. The middle three dots should be offset from the dots on the far left and far right in a way that makes a curved line (not a squiggly one). It might look like a “C” or “U”.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left or top and make a line through the middle dots and then to the dot at the right or bottom. Line should have minimal jaggedness or “squiggles”.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#18 Traces five dots (squiggly line)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with five dots (+/- 1/8 inch in diameter) and a writing utensil. The middle three dots should be offset from the dots on the far left and far right in a way that makes a squiggly line. It might look like an “S” or “Z”
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left or top and make a line through the middle dots and then to the dot at the right or bottom. Line should have minimal jaggedness or “squiggles”.
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#19 Traces six dots (circle)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with six dots (+/- 1/8 inch in diameter) and a writing utensil. The dots should be presented in circle.
Ask the learner to connect the dots. “Connect the dots!”
Learner should put their marker on the dot on the left and trace it clockwise (or similar).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#20 Traces diagonal line (quarter page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with a diagonal line (trending downward or upward). The diagonal like should be no larger than a quarter page. (You can probably fit four diagonal lines with one being in each quadrant of the page.)
Ask the learner to connect the dots. “Trace the line!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#21 Traces horizontal line (quarter page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with a horizontal line. The line should be no larger than a quarter page. (You can probably fit four lines on a page with one being in each quadrant of the page.)
Ask the learner to trace the line. “Trace the line!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#22 Traces vertical line (quarter page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with a vertical line. The line should be no larger than a quarter page. (You can probably fit four lines on a page with one being in each quadrant of the page.)
Ask the learner to trace the line. “Trace the line!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#23 Traces “C” and “U” (quarter page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with the letters “C” and “U” The letters should be no larger than a quarter page. (You can probably fit four letters on a page with one being in each quadrant of the page.)
Ask the learner to trace the letter. “Trace the letter “C”!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#24 Traces “Z” and “S” (quarter page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with the letters “S” and “Z” The letters should be no larger than a quarter page. (You can probably fit four letters on a page with one being in each quadrant of the page.)
Ask the learner to trace the letter. “Trace the letter “S”!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#25 Traces “O” (quarter page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with the letters “O”. The letters should be no larger than a quarter page. (You can probably fit four letters on a page with one being in each quadrant of the page.)
Ask the learner to trace the letter. “Trace the letter “O”!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#26 Traces diagonal line (+/- 1/8th page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with a diagonal line (trending downward or upward). The diagonal like should be no larger than an an 8th of the page. (You can probably fit 8-10 lines with one being in each quadrant of the page.)
Ask the learner to trace the line. “Trace the line!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#27 Traces horizontal line (+/- 1/8th page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with a horizontal line. The line should be no larger than 1/8th of a page. (You can probably fit 8-10 lines on a page with one being in each quadrant of the page.)
Ask the learner to trace the line. “Trace the line!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#28 Traces vertical line (+/- 1/8th page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with a vertical line. The line should be no larger than a 1/8th of a page. (You can probably fit 8-10 lines on a page with one being in each quadrant of the page.)
Ask the learner to trace the line. “Trace the line!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
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#29 Traces “C” and “U” (+/- 1/8th page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with the letters “C” and “U” The letters should be no larger than 1/8th of a page. (You can probably fit 8-10 letters on a page with one being in each quadrant of the page.)
Ask the learner to trace the letter. “Trace the letter “C”!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
‣
#30 Traces “Z” and “S” (+/- 1/8th page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with the letters “S” and “Z” The letters should be no larger than 1/8th of a page. (You can probably fit 8-10 letters on a page with one being in each quadrant of the page.)
Ask the learner to trace the letter. “Trace the letter “S”!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
Research/Resources
‣
#31 Traces “O” (+/- 1/8th of a page)
How to Run
Gain the attention and motivation of the learn.
Present a blank laminated sheet of paper with the letters “O”. The letters should be no larger than 1/8th of a page. (You can probably fit 8-10 letters on a page with one being in each quadrant of the page.)
Ask the learner to trace the letter. “Trace the letter “O”!”
Learner should trace the line with minimal jaggedness or “squiggles” (less than 1/8 inch).
Reinforce accordingly.
Additional Notes
Ensure that the learner is gripping the writing utensil correctly.
Materials
Laminated sheet and dry erase marker.
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.
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.
Problem? Question? Suggestion? We want to hear from you!
Intro to Reinforcer/Preference Expansion
Imitates Actions with Preferred Items
Performs Preferred Action with Preferred Item (LR)
Imitates Actions During Familiar Routines
Performs Action During Familiar Routines (LR)
Imitation with Uni-Functional Toys
Imitation with Multi-Functional Toys
Intro to Sitting 
Intro to Writing/Drawing
Following Instructions at a Distance
Intro to Circle Time