Below is a general skill sequence for helping learners labeling the likes and dislikes of others.
Learners shouldn’t simply be fluent in language to carry on a conversation. They also should have the ability to understand people—especially that there are dislikes and likes among a variety of people (and that those things vary by individual). This skill area seeks to help the learner ask on and understand likes and dislikes of others. As the learner gains fluency here, this may increase the potential for more meaningful conversations and social interactions.
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 the likes and dislikes of one familiar individual when asked to do so.
- Learner will label the likes and dislikes of three familiar individuals when asked to do so.
- Learner will label the likes and dislikes of five familiar individuals 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.
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to label the likes/dislikes of others. 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 Personal Likes & Dislikes
Labels Favorite People, Places, & ThingsComposite 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.
Coming Soon!
Follow the link below to better understand component-composite analysis.
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