Below is a general skill sequence for helping learners label familiar locations.
The conceptualization of locations is important as it helps learners understand their own proximal location to desired places. It also may help learners request certain reinforcers in the context of their location (for example, they may mand for the iPad in their bedroom). Allowing an ability to mand for preferred locations, teachers and clinicians can accentuate the value of the preferred item or activity. Once the learner labels familiar locations, they can more easily mand with context and they can also begin to identify community locations and helpers.
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 5 familiar locations when asked to do so in 2D or 3D.
Learner will label 10 familiar locations when asked to do so in 2D or 3D.
Learner will label 15 familiar locations when asked to do so 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.
Below is a possible skill sequence for working on increasing your learner’s ability to follow instructions with multi-functional toys. 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 own home
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of the learner’s home.
Ask the learner “What is it?”
Learner should vocalize the correct response “My house/home!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
Research/Resources
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#2 Labels the Garage
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of a garage.
Ask the learner “What is it?”
Learner should vocalize the correct response “Garage!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#3 Labels the Kitchen
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of a kitchen.
Ask the learner “What is it?”
Learner should vocalize the correct response “Kitchen!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#4 Labels the Bathroom
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of a bathroom.
Ask the learner “What is it?”
Learner should vocalize the correct response “Bathroom!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#5 Labels Own Bedroom
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of the learner's bedroom.
Ask the learner “What is it?”
Learner should vocalize the correct response “My bedroom!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#6 Labels the Living Room
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of a living room.
Ask the learner “What is it?”
Learner should vocalize the correct response “Living room!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#7 Labels the Rec/Playroom
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of a recreational/playroom.
Ask the learner “What is it?”
Learner should vocalize the correct response “Rec/playroom!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#8 Labels the Patio
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of a patio.
Ask the learner “What is it?”
Learner should vocalize the correct response “Patio!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#9 Labels the Caregiver’s Bedroom
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of the caregiver’s bedroom.
Ask the learner “What is it?”
Learner should vocalize the correct response “Caregiver’s bedroom!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#10 Labels the Basement
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of a basement.
Ask the learner “What is it?”
Learner should vocalize the correct response “Basement!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#11 Labels the Sibling’s Room
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of the sibling’s room.
Ask the learner “What is it?”
Learner should vocalize the correct response “Sibling’s room!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#12 Labels the Back Yard
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of a back yard.
Ask the learner “What is it?”
Learner should vocalize the correct response “Back yard!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#13 Labels the Front Yard
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of a front yard.
Ask the learner “What is it?”
Learner should vocalize the correct response “Front yard!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
Research/Resources
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#14 Labels School/Clinic
How to Run
Gain the attention and motivation of the learner.
Present a 2D or 3D picture of a school or clinic.
Ask the learner “What is it?”
Learner should vocalize the correct response “School/clinic!”
Reinforce the learner contingent on desired response.
Additional Notes
Every opportunity should be taken to ask the learner to name these locations/places in 3D.
Materials
2D picture or real-time representation of the location.
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 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
Manding for Locations
Compound Manding
Labels Community Locations in 2D