Below is a general skill sequence for helping learners label when someone is by themselves or with others.

Manding, an essential component in behavioral interventions, encompasses a diverse range of requests tailored for various contexts. Often, we overlook the subtle nuances in mands, particularly when learners have preferences in social situations. For instance, while some learners may prefer solitary activities, others might thrive in group settings. Yet, many struggle to communicate or even grasp these inclinations. This skill domain aims to differentiate and teach the concepts of solitary versus group activities through teaching the learner to label such activities using 2D pictures. To successfully navigate this, foundational labeling skills are indispensable. Delving into compound or contextual mands is also beneficial, urging educators or therapists to frequently inquire whether a learner prefers to engage in activities alone or with peers. Such an approach lays the groundwork for learners to express their preferences, recognizing that the inclusion or exclusion of others in an activity might serve as a potent reinforcer for them.

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 label “alone” and “with other people” when a picture is presented in 2D for five different pictures.
Learner will label “alone” and “with other people” when a picture is presented in 2D for ten different pictures.
Learner will label “alone” and “with other people” when a picture is presented in 2D for 20 different pictures.

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 Scanning

Intro to Matching (Visual Perception)

Following Gestures

Matches Common Items in 2D Array 1.0 (Identical)

Receptively IDs Common Items in 2D Array

Labels Common Items 1.0

Labels Common Actions 1.0

Labels Familiar People

Labels Familiar Locations

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to discriminate between being alone and being with others. 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.

‣

#1 Labels “Alone” Pic A

‣

#2 Labels “with other people” Pic A

‣

#3 Labels “Alone” Pic of Self A

‣

#4 Labels “with other people” Pic of Self A

‣

#5 Labels “Alone” Pic B

‣

#6 Labels “with other people” Pic B

‣

#7 Labels “Alone” Pic of Self B

‣

#8 Labels “with other people” Pic of Self B

‣

#9 Labels “Alone” Pic C

‣

#10 Labels “with other people” Pic C

‣

#11 Labels “Alone” Pic of Self C

‣

#12 Labels “with other people” Pic of Self C

‣

#13 Labels “Alone” Pic of Self D

‣

#14 Labels “Alone” Pic D

‣

#15 Labels “with other people” Pic D

‣

#16 Labels “with other people” Pic of Self D

‣

#17 Labels “Alone” Pic E

‣

#18 Labels “with other people” Pic E

‣

#19 Labels “Alone” Pic of Self E

‣

#20 Labels “with other people” Pic of Self E

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.

Labels Own Behavior

Compound Manding

Mands for Escape

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.

Compound Manding

Compound Tacting (Coming Soon!)

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

‣

Research and Resources

‣

Disclaimer

Problem? Question? Suggestion? We want to hear from you!

Email us at bxmastery@flatrockadvice.com

We’ll try to get back with you as soon as we can!