Below is a general skill sequence for helping learners wait in public spaces.
As learners gain fluency in hand holding and sitting, it may be time to introduce having them wait in more public and populated areas. This particular skill sequence begins the process of teaching learners to stay seated in populated areas while engaging with alternative behaviors/reinforcement. As the learner gains fluency here, caregivers may be more inclined to engage in more activities in the community. Further, this skill area preps the clinician/teacher to begin targeting waiting in line and waiting while standing in general.
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
Basic Communication, BC1, Follows instructions
Basic Mobility, MB19, Waits in place and watches for approach of caregiver
Shopping, SH17, Waits for turn to access items on display
Eat in Public, EP9, Waits in line to order food
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, Language/Communication Milestones, Follows one-step directions without any gestures, like giving you the toy when you say, “Give it to me.”
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 remain seated for 10 minutes in a public area while engaging in high value activities.
Learner will remain seated for 10 minutes in a public area while engaging with fidget and/or age appropriate toys throughout the duration.
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 wait in public areas. 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 Sits in chair in waiting area, 30s, with high value
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair in a common area/waiting area that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to a highly preferred item/activity that they are/will be motivated for (it might be the same one).
Learner should remain seated for 30 seconds with the highly preferred item.
Once 30 seconds has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#2 Sits in chair in waiting area, 60s, with high value
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair in a common area/waiting area that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to a highly preferred item/activity that they are/will be motivated for (it might be the same one).
Learner should remain seated for 60 seconds with the highly preferred item.
Once 60 seconds has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#3 Sits in chair in waiting area, 2m, with high value
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair in a common area/waiting area that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to a highly preferred item/activity that they are/will be motivated for (it might be the same one).
Learner should remain seated for two minutes with the highly preferred item.
Once two minutes has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#4 Sits in chair in waiting area, 5m, with high value
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair in a common area/waiting area that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to a highly preferred item/activity that they are/will be motivated for (it might be the same one).
Learner should remain seated for five minutes with the highly preferred item.
Once five minutes has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#5 Sits in chair in waiting area, 10m, with high value
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair in a common area/waiting area that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to a highly preferred item/activity that they are/will be motivated for (it might be the same one).
Learner should remain seated for 10 minutes with the highly preferred item.
Once 10 minutes has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#6 Sits in chair in waiting area, 30s, with fidget toys (similar)
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair in a common area/waiting area that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to 2-3 fidget toys (fidget spinner, stress ball, etc.) and/or other age appropriate toys (books, small cars, etc.)
Learner should remain seated for 30 seconds with the toy. They may choose to engage with it or not. They may also engage with the other 2-3 toys. They should not leave their seat.
Once 30 seconds has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly with high value.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#7 Sits in chair in waiting area, 60s, with fidget toys (similar)
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair in a common area/waiting area that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to 2-3 fidget toys (fidget spinner, stress ball, etc.) and/or other age appropriate toys (books, small cars, etc.)
Learner should remain seated for 60 seconds with the toy. They may choose to engage with it or not. They may also engage with the other 2-3 toys. They should not leave their seat.
Once 60 seconds has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly with high value.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#8 Sits in chair in waiting area, 2m, with fidget toys (similar)
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair in a common area/waiting area that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to 2-3 fidget toys (fidget spinner, stress ball, etc.) and/or other age appropriate toys (books, small cars, etc.)
Learner should remain seated for 2 minutes with the toy. They may choose to engage with it or not. They may also engage with the other 2-3 toys. They should not leave their seat.
Once 2 minutes has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly with high value.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#9 Sits in chair in waiting area, 5m, with fidget toys (similar)
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair in a common area/waiting area that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to 2-3 fidget toys (fidget spinner, stress ball, etc.) and/or other age appropriate toys (books, small cars, etc.)
Learner should remain seated for 5 minutes with the toy. They may choose to engage with it or not. They may also engage with the other 2-3 toys. They should not leave their seat.
Once 5 minutes has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly with high value.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#10 Sits in chair in waiting area, 10m, with fidget toys (similar)
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair in a common area/waiting area that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to 2-3 fidget toys (fidget spinner, stress ball, etc.) and/or other age appropriate toys (books, small cars, etc.)
Learner should remain seated for 10 minutes with the toy. They may choose to engage with it or not. They may also engage with the other 2-3 toys. They should not leave their seat.
Once 10 minutes has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly with high value.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
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.
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.
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Intro to Reinforcer/Preference Expansion
Performs Preferred Action with Preferred Item (LR)
Performs Action During Familiar Routines (LR)
Intro to Sitting 
Approaching Others When Asked
Waiting in Line
Intro to Circle Time