Below is a general skill sequence for helping learners label common items across multiple examples.
This skill area dials in on labeling a fourth group of common items across various examples. It's essential to ensure the learner is fluent with basic scanning, basic matching, and getting the hang of basic gestures. Also, they should have demonstrated an ability for matching and receptively identifying items from this set, across different examples for each item. Mastering this skill area paves the way for rolling in a new set of common items for labeling.
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 5-M, Tacts 10 items (common objects, body parts, pictures, or people)
Tact, T 6-M, Tacts 25 items when asked “what’s that?”
Tact, T 7-M, Tacts across 3 exemplars of 50 items
Linguistic Structure, LS 6-M, The child’s articulation of 10 tacts can be understood by familiar adults who cannot see the item tacted.
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC9, Labels common objects
Community Knowledge, CK17, Identifies items in the community
Household Mechanics, HM21, Labels objects in common rooms
Community Knowledge, CK6, Expressive identification of traffic/street signs
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 correctly label three examples of 50 different common items when presented to them in 2D or 3D.
Learner will correctly label three examples of 55 different common items when presented to them in 2D or 3D.
Learner will correctly label three examples of 60 different common items when presented to them 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 Multiple Examples of a “Don’t Walk” Sign
How to Run
Gain the attention and motivation of the learner.
Hold up a picture or 3D representation of a “Don’t Walk” sign (rotating between at least three pictures/3Ds of a “Don’t Walk” sign with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a “Don’t Walk” sign, as the learner answers and labels this picture correctly, begin introducing a different picture of a “Don’t Walk” sign with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a “Don’t Walk” sign so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of a sidewalk (rotating between at least three pictures/3Ds of a sidewalk with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a sidewalk, as the learner answers and labels this picture correctly, begin introducing a different picture of a sidewalk with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a sidewalk so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of a street (rotating between at least three pictures/3Ds of a street with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a street, as the learner answers and labels this picture correctly, begin introducing a different picture of a street with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a street so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of a cloud (rotating between at least three pictures/3Ds of a cloud with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a cloud, as the learner answers and labels this picture correctly, begin introducing a different picture of a cloud with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a cloud so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of a pencil (rotating between at least three pictures/3Ds of a pencil with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a pencil, as the learner answers and labels this picture correctly, begin introducing a different picture of a pencil with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a pencil so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of a house (rotating between at least three pictures/3Ds of a house with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a house, as the learner answers and labels this picture correctly, begin introducing a different picture of a house with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a house so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of a guitar (rotating between at least three pictures/3Ds of a guitar with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a guitar, as the learner answers and labels this picture correctly, begin introducing a different picture of a guitar with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a guitar so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of a bike (rotating between at least three pictures/3Ds of a bike with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a bike, as the learner answers and labels this picture correctly, begin introducing a different picture of a bike with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a bike so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of a fire truck (rotating between at least three pictures/3Ds of a fire truck with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a fire truck, as the learner answers and labels this picture correctly, begin introducing a different picture of a fire truck with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a fire truck so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of a stove (rotating between at least three pictures/3Ds of a stove with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a stove, as the learner answers and labels this picture correctly, begin introducing a different picture of a stove with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a stove so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of a shirt (rotating between at least three pictures/3Ds of a shirt with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a shirt, as the learner answers and labels this picture correctly, begin introducing a different picture of a shirt with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a shirt so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of stairs (rotating between at least three pictures/3Ds of stairs with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of stairs, as the learner answers and labels this picture correctly, begin introducing a different picture of stairs with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of stairs so that the learner doesn’t see the same picture at each trial.
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.
Hold up a picture or 3D representation of a window (rotating between at least three pictures/3Ds of a window with every trial). Point to it if necessary.
Ask the learner “What is this?/What is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of a window, as the learner answers and labels this picture correctly, begin introducing a different picture of a window with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of a window so that the learner doesn’t see the same picture at each trial.
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.
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.
Problem? Question? Suggestion? We want to hear from you!
Email us at bxmastery@flatrockadvice.com
We’ll try to get back with you as soon as we can!
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 1.0
Labels Common Items 4.0 
Matches Common Items in 2D Array 4.0 (Non-Identical)
Receptively IDs Common Items in 2D Array 4.0 (3 Examples)
Labels Common Items 5.0