Below is a general skill sequence for helping learners match common items across multiple examples.
This skill area zeroes in on labeling a second batch of common items across various examples. It's vital to make sure the learner is fluent in basic scanning, basic matching, basic gestures, and has got the hang of matching and receptive identification for common items from the first batch. The learner should also be able to label at least one example of each item in this set. Nailing this skill area opens the door to bringing in a new batch of common items for labeling.
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 20 common items when presented in 2D or 3D across at least three examples for each item.
- Learner will label 25 common items when presented in 2D or 3D across at least three examples for each item.
- Learner will label 30 common items when presented in 2D or 3D across at least three examples for each item.
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 1.0
Labels Multiple Examples of Common Items 1.0Skill 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 Multiple Examples of Common Items 1.0
Labels Common Items 2.0 
Matches Common Items in 2D Array 2.0 (Non-Identical)
Receptively IDs Common Items in 2D Array 2.0 (3 Examples)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 Common Items 3.0Follow the link below to better understand component-composite analysis.
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