Below is a general skill sequence for helping learners label their first set of common items.

Labeling of common items 1.0 forms the basis of our introductory labeling programs. This is designed to build on the understanding that students have gained from the receptive identification and matching of these same items. Progression in this area is pivotal. Ultimately, this skill area paves the way for the labeling of a broader range of common items as well as common actions. Make sure to target multiple items at the same time to guard against wrote memorization.

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 five common items when presented in 2D or 3D.
Learner will label 10 common items when presented in 2D or 3D.

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

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to label common items. 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 Labels Dog

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#2 Labels Ball

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#3 Labels Book

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#4 Labels Cup

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#5 Labels Car

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#6 Labels Drink

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#7 Labels Nose

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#8 Labels Banana

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#9 Labels Keys

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#10 Labels Cookies

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#11 Labels Toilet

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#12 Labels Toy

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#13 Labels Phone

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.

Matches Common Items in 2D Array 1.0 (Identical)

Receptively IDs Common Items in 2D Array

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.