Labels Basic Emotions of Family/Strangers (Facial Expressions)
Below is a general skill sequence for helping learners understand basic emotions using faces.
As the learner develops the ability to recognize faces and basic facial expressions and emotions found in simple examples (see Emoticons or similar), the learner can move on to more complex examples. This skill area seeks to target basic emotions with familiar people and then fades the faces of strangers in to the emotional identification process. As the learner masters this area, it opens doors for more complex expressions, emotions, and body language across a variety of people. This seeks to address the socio-emotional deficits that the learner might be experiencing.
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)
Tact, T 6-M, Tacts 25 items when asked “what’s that?”
Tact, T 7-M, Tacts across 3 exemplars of 50 items
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC10, Labels common people (actual individuals, not professionals)
A1, Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
CDC’s Developmental Milestones
30 months, Language/Communication Milestones, Names things in a book when you point and ask, “What is this?”
3 years, Language/Communication Milestones, Says what action is happening in a picture or book when asked, like “running,” “eating,” or “playing”
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:
When presented with a real life facial expression (or a 2D sample), learner will label the corresponding emotion for five emotions across three familiar people.
When presented with a real life facial expression (or a 2D sample), learner will label the corresponding emotion for five emotions across three unfamiliar people.
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 label basic emotions. 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 “Happy” For Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real life example of the learner’s closest family member smiling or laughing.
Ask the learner “How do they feel?/What emotion?”
Learner should vocalize the correct response “They feel happy!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to identify people who are happy as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is happy. “Yes! He’s smiling because he is happy!” OR “We know he’s happy because he is laughing.”
Make sure to introduce more than one target for this skill area—and as many targets as you can without making the process aversive for the learner.
Materials
A real life example of the learner’s closes family member smiling or laughing (or a picture of it).
Research/Resources
‣
#2 Labels "Sad" For Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner’s closest family member looking sad.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel sad!"
Reinforce the learner contingent on the desired response.
Additional Notes
Every opportunity should be taken to ask the learner to identify people who are sad as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is sad. "Yes! They're frowning because they are sad!" OR "We know they're sad because they are crying."
Make sure to introduce more than one target for this skill area—and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of the learner’s closest family member looking sad (or a picture of it).
Research/Resources
‣
#3 Labels "Angry" For Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner’s closest family member looking angry.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel angry!"
Reinforce the learner contingent on the desired response.
Additional Notes
Every opportunity should be taken to ask the learner to identify people who are angry as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is angry. "Yes! They're frowning because they are angry!" OR "We know they're angry because they are yelling."
Make sure to introduce more than one target for this skill area—and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of the learner’s closest family member looking angry (or a picture of it).
Research/Resources
‣
#4 Labels "Tired" for Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner’s closest family member looking tired.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel tired!"
Reinforce the learner contingent on the desired response.
Additional Notes
Every opportunity should be taken to ask the learner to identify people who are tired as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is tired. "Yes! They're yawning because they are tired!" OR "We know they're tired because they have droopy eyes."
Make sure to introduce more than one target for this skill area—and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of the learner’s closest family member looking tired (or a picture of it).
Research/Resources
‣
#5 Labels "Scared" for Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner’s closest family member looking scared.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel scared!"
Reinforce the learner contingent on the desired response.
Additional Notes
Every opportunity should be taken to ask the learner to identify people who are scared as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is scared. "Yes! They're wide-eyed and trembling because they are scared!" OR "We know they're scared because they are screaming."
Make sure to introduce more than one target for this skill area—and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of the learner’s closest family member looking scared (or a picture of it).
Research/Resources
‣
#6 Labels "Surprised" for Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner’s closest family member looking surprised.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel surprised!"
Reinforce the learner contingent on the desired response.
Additional Notes
Every opportunity should be taken to ask the learner to identify people who are surprised as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is surprised. "Yes! They're wide-eyed and have their mouth open because they are surprised!" OR "We know they're surprised because they are gasping."
Make sure to introduce more than one target for this skill area—and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of the learner’s closest family member looking surprised (or a picture of it).
Research/Resources
‣
#7 Labels "Silly/Goofy" for Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner’s closest family member looking silly/goofy.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel silly/goofy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Every opportunity should be taken to ask the learner to identify people who are silly/goofy as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is silly/goofy. "Yes! They're making funny faces and acting silly because they are feeling goofy!" OR "We know they're feeling goofy because they are laughing and being playful."
Make sure to introduce more than one target for this skill area—and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of the learner’s closest family member looking silly/goofy (or a picture of it).
Research/Resources
‣
#8 Labels "Happy" for Second Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's second closest family member smiling or laughing.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel happy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are happy as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is happy. "Yes! They're smiling because they are happy!" OR "We know they're happy because they are laughing."
Materials
A real-life example of the learner's second closest family member smiling or laughing (or a picture of it).
Research/Resources
‣
#9 Labels "Sad" for Second Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's second closest family member looking sad.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel sad!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are sad as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is sad. "Yes! They're frowning because they are sad!" OR "We know they're sad because they are crying."
Materials
A real-life example of the learner's second closest family member looking sad (or a picture of it).
Research/Resources
‣
#10 Labels "Angry" for Second Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's second closest family member looking angry.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel angry!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are angry as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is angry. "Yes! They're frowning because they are angry!" OR "We know they're angry because they are yelling."
Materials
A real-life example of the learner's second closest family member looking angry (or a picture of it).
Research/Resources
‣
#11 Labels "Tired" for Second Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's second closest family member looking tired.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel tired!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are tired as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is tired. "Yes! They're yawning because they are tired!" OR "We know they're tired because they have droopy eyes."
Materials
A real-life example of the learner's second closest family member looking tired (or a picture of it).
Research/Resources
‣
#12 Labels "Scared" for Second Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's second closest family member looking scared.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel scared!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are scared as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is scared. "Yes! They're wide-eyed and trembling because they are scared!" OR "We know they're scared because they are screaming."
Materials
A real-life example of the learner's second closest family member looking scared (or a picture of it).
Research/Resources
‣
#13 Labels "Surprised" for Second Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's second closest family member looking surprised.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel surprised!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are surprised as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is surprised. "Yes! They're wide-eyed and have their mouth open because they are surprised!" OR "We know they're surprised because they are gasping."
Materials
A real-life example of the learner's second closest family member looking surprised (or a picture of it).
Research/Resources
‣
#14 Labels "Silly/Goofy" for Second Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's second closest family member looking silly/goofy.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel silly/goofy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are silly/goofy as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is silly/goofy. "Yes! They're making funny faces and acting silly because they are feeling goofy!" OR "We know they're feeling goofy because they are laughing and being playful."
Materials
A real-life example of the learner's second closest family member looking silly/goofy (or a picture of it).
Research/Resources
‣
#15 Labels "Happy" for Third Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's third closest family member smiling or laughing.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel happy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are happy as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is happy. "Yes! They're smiling because they are happy!" OR "We know they're happy because they are laughing."
Materials
A real-life example of the learner's third closest family member smiling or laughing (or a picture of it).
Research/Resources
‣
#16 Labels "Sad" for Third Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's third closest family member looking sad.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel sad!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are sad as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is sad. "Yes! They're frowning because they are sad!" OR "We know they're sad because they are crying."
Materials
A real-life example of the learner's third closest family member looking sad (or a picture of it).
Research/Resources
‣
#17 Labels "Angry" for Third Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's third closest family member looking angry.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel angry!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are angry as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is angry. "Yes! They're frowning because they are angry!" OR "We know they're angry because they are yelling."
Materials
A real-life example of the learner's third closest family member looking angry (or a picture of it).
Research/Resources
‣
#18 Labels "Tired" for Third Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's third closest family member looking tired.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel tired!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are tired as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is tired. "Yes! They're yawning because they are tired!" OR "We know they're tired because they have droopy eyes."
Materials
A real-life example of the learner's third closest family member looking tired (or a picture of it).
Research/Resources
‣
#19 Labels "Scared" for Third Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's third closest family member looking scared.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel scared!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are scared as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is scared. "Yes! They're wide-eyed and trembling because they are scared!" OR "We know they're scared because they are screaming."
Materials
A real-life example of the learner's third closest family member looking scared (or a picture of it).
Research/Resources
‣
#20 Labels "Surprised" for Third Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's third closest family member looking surprised.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel surprised!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are surprised as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is surprised. "Yes! They're wide-eyed and have their mouth open because they are surprised!" OR "We know they're surprised because they are gasping."
Materials
A real-life example of the learner's third closest family member looking surprised (or a picture of it).
Research/Resources
‣
#21 Labels "Silly/Goofy" for Third Closest Family Member
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's third closest family member looking silly/goofy.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel silly/goofy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are silly/goofy as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is silly/goofy. "Yes! They're making funny faces and acting silly because they are feeling goofy!" OR "We know they're feeling goofy because they are laughing and being playful."
Materials
A real-life example of the learner's third closest family member looking silly/goofy (or a picture of it).
Research/Resources
‣
#22 Labels "Happy" for Teacher/Therapist
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's teacher or therapist smiling or laughing.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel happy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are happy as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is happy. "Yes! They're smiling because they are happy!" OR "We know they're happy because they are laughing."
Materials
A real-life example of the learner's teacher or therapist smiling or laughing (or a picture of it).
Research/Resources
‣
#23 Labels "Sad" for Teacher/Therapist
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's teacher or therapist looking sad.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel sad!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are sad as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is sad. "Yes! They're frowning because they are sad!" OR "We know they're sad because they are crying."
Materials
A real-life example of the learner's teacher or therapist looking sad (or a picture of it).
Research/Resources
‣
#24 Labels "Tired" for Teacher/Therapist
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's teacher or therapist looking tired.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel tired!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
‣
#26 Labels "Tired" for Stranger A
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of a stranger looking tired.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel tired!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of a stranger looking tired (or a picture of it).
Research/Resources
‣
#25 Labels "Scared" for Teacher/Therapist
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's teacher or therapist looking scared.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel scared!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
‣
#33 Labels "Scared" for Stranger A
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of a stranger looking scared.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel scared!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of a stranger looking scared (or a picture of it).
Research/Resources
‣
#26 Labels "Surprised" for Teacher/Therapist
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's teacher or therapist looking surprised.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel surprised!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
‣
#27 Labels "Silly/Goofy" for Teacher/Therapist
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of the learner's teacher or therapist acting silly/goofy.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel silly/goofy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
‣
#28 Labels "Happy" for Stranger A
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of a stranger smiling or laughing.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel happy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are happy as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is happy. "Yes! They're smiling because they are happy!" OR "We know they're happy because they are laughing."
Materials
A real-life example of a stranger smiling or laughing (or a picture of it).
Research/Resources
‣
#29 Labels "Sad" for Stranger A
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of a stranger looking sad.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel sad!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are sad as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is sad. "Yes! They're frowning because they are sad!" OR "We know they're sad because they are crying."
Materials
A real-life example of a stranger looking sad (or a picture of it).
Research/Resources
‣
#30 Labels "Angry" for Stranger A
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of a stranger looking angry.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel angry!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are angry as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is angry. "Yes! They're frowning because they are angry!" OR "We know they're angry because they are yelling."
Materials
A real-life example of a stranger looking angry (or a picture of it).
Research/Resources
‣
#31 Labels "Tired" for Stranger A
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of a stranger looking tired.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel tired!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of a stranger looking tired (or a picture of it).
Research/Resources
‣
#32 Labels "Scared" for Stranger A
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of a stranger looking scared.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel scared!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of a stranger looking scared (or a picture of it).
Research/Resources
‣
#33 Labels "Surprised" for Stranger A
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of a stranger looking surprised.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel surprised!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of a stranger looking surprised (or a picture of it).
Research/Resources
‣
#34 Labels "Silly/Goofy" for Stranger A
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of stranger A acting silly/goofy.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel silly/goofy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of stranger A acting silly/goofy (or a picture of it).
‣
#35 Labels "Happy" for Stranger B
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of another stranger smiling or laughing.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel happy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are happy as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is happy. "Yes! They're smiling because they are happy!" OR "We know they're happy because they are laughing."
Materials
A real-life example of another stranger smiling or laughing (or a picture of it).
Research/Resources
‣
#36 Labels "Sad" for Stranger B
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of another stranger looking sad.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel sad!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are sad as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is sad. "Yes! They're frowning because they are sad!" OR "We know they're sad because they are crying."
Materials
A real-life example of another stranger looking sad (or a picture of it).
Research/Resources
‣
#37 Labels "Angry" for Stranger B
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of another stranger looking angry.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel angry!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are angry as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is angry. "Yes! They're frowning because they are angry!" OR "We know they're angry because they are yelling."
Materials
A real-life example of another stranger looking angry (or a picture of it).
Research/Resources
‣
#38 Labels "Tired" for Stranger B
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of another stranger looking tired.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel tired!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of another stranger looking tired (or a picture of it).
Research/Resources
‣
#39 Labels "Scared" for Stranger B
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of another stranger looking scared.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel scared!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of another stranger looking scared (or a picture of it).
Research/Resources
‣
#40 Labels "Surprised" for Stranger B
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of another stranger looking surprised.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel surprised!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of another stranger looking surprised (or a picture of it).
Research/Resources
‣
#41 Labels "Silly/Goofy" for Stranger B
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of stranger B acting silly/goofy.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel silly/goofy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of stranger B acting silly/goofy (or a picture of it).
‣
#42 Labels "Happy" for Stranger C
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of yet another stranger smiling or laughing.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel happy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are happy as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is happy. "Yes! They're smiling because they are happy!" OR "We know they're happy because they are laughing."
Materials
A real-life example of yet another stranger smiling or laughing (or a picture of it).
Research/Resources
‣
#43 Labels "Sad" for Stranger C
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of yet another stranger looking sad.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel sad!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are sad as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is sad. "Yes! They're frowning because they are sad!" OR "We know they're sad because they are crying."
Materials
A real-life example of yet another stranger looking sad (or a picture of it).
Research/Resources
‣
#44 Labels "Angry" for Stranger C
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of yet another stranger looking angry.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel angry!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Every opportunity should be taken to ask the learner to identify people who are angry as well to supplement this program.
Give a response that talks the learner through the signs and expressions that indicate that the person is angry. "Yes! They're frowning because they are angry!" OR "We know they're angry because they are yelling."
Materials
A real-life example of yet another stranger looking angry (or a picture of it).
Research/Resources
‣
#45 Labels "Tired" for Stranger C
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of yet another stranger looking tired.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel tired!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of yet another stranger looking tired (or a picture of it).
Research/Resources
‣
#46 Labels "Scared" for Stranger C
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of yet another stranger looking scared.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel scared!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of yet another stranger looking scared (or a picture of it).
Research/Resources
‣
#47 Labels "Surprised" for Stranger C
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of yet another stranger looking surprised.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel surprised!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of yet another stranger looking surprised (or a picture of it).
Research/Resources
‣
#48 Labels "Silly/Goofy" for Stranger C
How to Run
Gain the attention and motivation of the learner.
Present a picture of/real-life example of stranger C acting silly/goofy.
Ask the learner, "How do they feel?/What emotion?"
The learner should vocalize the correct response, "They feel silly/goofy!"
Reinforce the learner contingent on the desired response.
Additional Notes
Make sure to introduce more than one target for this skill area and as many targets as you can without making the process aversive for the learner.
Materials
A real-life example of stranger C acting silly/goofy (or a picture of it).
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.
Labels Emotions of Family & Strangers (Body Language) (Coming Soon!)
Follow the link below to better understand component-composite analysis.
‣
Research and Resources
‣
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!
Email us at bxmastery@flatrockadvice.com
We’ll try to get back with you as soon as we can!
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 Familiar People
Receptively IDs Emoticon Expressions in 2D Array
Labels Emoticon Expressions in 2D 
Labels Emoticon Emotion in 2D
Labels Own Behavior
Labels with Noun-Verb Combos 1.0