Below is a general skill sequence for helping learners label hot and cold items.
Conceptualizing the contrast in stimuli is not only important for language development. It is also important in keeping learner’s safe. This skill area seeks to work on having learners label common items as hot or cold. If the learner generally understands the concept of “hotness”, then labeling certain items around their environment as “hot” or “cold” may prevent injury. As the learner develops an understanding of “hot” and “cold”, more advanced descriptives can be taught such as “long” or “short and “big” and “tall”. Great care should be taken to keep learner’s safe at all times.
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 common items as hot when asked to do so.
- Learner will label 5 common items as cold when asked to do so.
- Learner will label 15 common items as hot or cold 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 Matching (Visual Perception) 
Following Gestures
Matches Common Items in 2D Array 1.0 (Identical)
Receptively IDs Common Items in 2D Array
Labels Common Items 1.0FFC-Labels Common FFC Item
FFC-Labels Common Features 
Labels Clean & Dirty Skill Possibilities
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.
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 Clean & Dirty 
Labels Wet & Dry 
Intro to Faucets/Dials
Labels Sharp & DullComposite 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 Sharp & Dull/Safe (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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