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/Labels Community Helpers in 2D
Labels Community Helpers in 2D
Labels Community Helpers in 2D
Labels Community Helpers in 2D

Labels Community Helpers in 2D

Below is a general skill sequence for helping learners recognize community helpers.

As clinicians and teachers, we naturally strive to help our learners understand their environment—especially on a socio-community level. Understanding familiar locations, their functions, and the people that work there is important. Further, it can aid them in the future as tricky situations arise in their community. This skill area seeks to teach the learner how to label familiar community helpers.

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?”

AFLS (Assessment of Functional Living Skills)

  • Community Knowledge, CK4, Expressive identification community helpers
  • Community Knowledge, CK6, Expressive identification of traffic/street signs
  • Community Knowledge, CK30, Labels community locations
  • Basic Communication, BC10, Labels common people (actual individuals, not professionals)

DSM-V Diagnostic Criteria for Autism

  • 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?”

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 community helpers when asked to do so.
  • Learner will label 10 community helpers when asked to do so.
  • Learner will label 25 community helpers when asked to do so.

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 Scanning Intro to Matching (Visual Perception) Intro to Matching (Visual Perception) Following GesturesFollowing GesturesMatches Common Items in 2D Array 1.0 (Identical)Matches Common Items in 2D Array 1.0 (Identical)Receptively IDs Common Items in 2D ArrayReceptively IDs Common Items in 2D ArrayLabels Common Items 1.0Labels Common Items 1.0Labels Familiar PeopleLabels Familiar People

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to label community helpers. 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 Police Officer

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a police officer on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a police officer!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a police officer.

Research/Resources

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#2 Labels Doctor

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a doctor on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a doctor!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a doctor

Research/Resources

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#3 Labels Teacher

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a teacher on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a teacher!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a teacher

Research/Resources

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#4 Labels Firefighter

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a firefighter on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a firefighter!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a firefighter

Research/Resources

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#5 Labels Postal Worker

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a postal worker on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a postal worker!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a postal worker

Research/Resources

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#6 Labels EMT

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of an EMT on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s an EMT!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of an EMT

Research/Resources

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#7 Labels Chef

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a chef on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a chef!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a chef

Research/Resources

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#8 Labels Construction Worker

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a construction worker on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a construction worker!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a construction worker

Research/Resources

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#9 Labels Janitor

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a janitor on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a janitor!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a janitor

Research/Resources

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#10 Labels Dentist

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a dentist on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a dentist!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a dentist

Research/Resources

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#11 Labels Barista

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a barista on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a barista!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a barista

Research/Resources

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#12 Labels Server

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a server on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a server!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a server

Research/Resources

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#13 Labels Roofer

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a roofer on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a roofer!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a roofer

Research/Resources

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#14 Labels Plumber

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a plumber on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a plumber!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a plumber

Research/Resources

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#15 Labels Electrician

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a electrician on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a electrician!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a electrician

Research/Resources

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#16 Labels Mechanic

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a mechanic on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a mechanic!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a mechanic

Research/Resources

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#17 Labels Pilot

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a pilot on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a pilot!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a pilot

Research/Resources

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#18 Labels Nurse

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a nurse on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a nurse!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a nurse

Research/Resources

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#19 Labels Golfer

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a golfer on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a golfer!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a golfer

Research/Resources

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#20 Labels Runner

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a runner on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a runner!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a runner

Research/Resources

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#21 Labels Cyclist

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a cyclist on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a cyclist!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a cyclist

Research/Resources

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#22 Labels Delivery Driver

How to Run

  1. Gain the attention and motivation of the learner.
  2. Present a card with a picture of a delivery driver on it.
  3. Ask the learner “Who is this/that?”
  4. Learner should vocalize the correct response “It’s/that’s a delivery driver!”
  5. Reinforce the learner contingent on desired response.

Additional Notes

  • Make sure to be working on multiple tacting/labeling goals at once to ensure that the learner doesn’t develop a rote/memorized response that generalizes across all future pictures.
  • As the learner gains the ability to engage in multiple trials at once, have a stack of multiple pictures and cycle through them in a “flashcard” like process. This will increase trial rates, prevent rote memorizations, and could expedite mastery and fluency.

Materials

  • A picture of a delivery driver

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.

Receptively Identifies Community Helpers in 2D Array (Coming Soon!)

Labels Familiar PeopleLabels Familiar PeopleLabels Familiar Locations Labels Familiar Locations Labels Community Locations in 2DLabels Community Locations in 2D

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.

Labels Community Locations in 2DLabels Community Locations in 2D

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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