Below is a general skill sequence for helping learners label familiar people across examples.
This skill area hones in on the learner's ability to label family members and loved ones across various examples. It's likely necessary that the learner possess a fluency in matching, scanning, following gestures, and receptive identification should there be barriers to success. Achieving fluency here is fundamental, as it lays the possible groundwork for manding for attention and communication in general.
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, BC10, Labels common people (actual individuals, not professionals)
Community Knowledge, CK4, Expressive identification community helpers
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 five family members when presented to them in 2D or 3D.
Learner will correctly label three examples of 10 family members when presented to them in 2D or 3D.
Learner will correctly label three examples of 15 family members 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 label familiar people. 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 Pics of Primary Caregiver/Caregiver #1
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s most primary caregiver (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the caregiver, as the learner answers and labels this picture correctly, begin introducing a different picture of the caregiver with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the caregiver 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.
Materials
3 different pictures of the primary caregiver.
Therapist will need to obtain multiple pictures of primary caregiver from family of learner and have a copy of each picture.
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#2 Labels Multiple Pics of Primary Caregiver/Caregiver #2
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s second most primary caregiver (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the caregiver, as the learner answers and labels this picture correctly, begin introducing a different picture of the caregiver with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the caregiver 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.
Materials
3 different pictures of the primary caregiver.
Therapist will need to obtain multiple pictures of primary caregiver from family of learner and have a copy of each picture.
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#3 Labels Multiple Pics of Primary Grandparent #1
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s most primary grandparent (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the grandparent, as the learner answers and labels this picture correctly, begin introducing a different picture of the grandparent with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the grandparent 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.
Materials
3 different pictures of the primary grandparent.
Therapist will need to obtain multiple pictures of primary grandparent from family of learner and have a copy of each picture.
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#4 Labels Multiple Pics of Primary Grandparent #2
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s second most primary grandparent (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the grandparent, as the learner answers and labels this picture correctly, begin introducing a different picture of the grandparent with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the grandparent 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.
Materials
3 different pictures of the primary grandparent.
Therapist will need to obtain multiple pictures of primary grandparent from family of learner and have a copy of each picture.
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#5 Labels Multiple Pics of Sibling #1
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s sibling (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the sibling, as the learner answers and labels this picture correctly, begin introducing a different picture of the sibling with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the sibling 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.
Materials
3 different pictures of the sibling.
Therapist will need to obtain multiple pictures of sibling from family of learner and have a copy of each picture.
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#6 Labels Multiple Pics of Sibling #2
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s sibling (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the sibling, as the learner answers and labels this picture correctly, begin introducing a different picture of the sibling with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the sibling 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.
Materials
3 different pictures of the sibling.
Therapist will need to obtain multiple pictures of sibling from family of learner and have a copy of each picture.
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#7 Labels Multiple Pics of Sibling #3
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s sibling (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the sibling, as the learner answers and labels this picture correctly, begin introducing a different picture of the sibling with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the sibling 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.
Materials
3 different pictures of the sibling.
Therapist will need to obtain multiple pictures of sibling from family of learner and have a copy of each picture.
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#8 Labels Multiple Pics of Sibling #4
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s sibling (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the sibling, as the learner answers and labels this picture correctly, begin introducing a different picture of the sibling with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the sibling 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.
Materials
3 different pictures of the sibling.
Therapist will need to obtain multiple pictures of sibling from family of learner and have a copy of each picture.
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#9 Labels Multiple Pics of Aunt
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s aunt (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the aunt, as the learner answers and labels this picture correctly, begin introducing a different picture of the aunt with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the aunt 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.
Materials
3 different pictures of the aunt.
Therapist will need to obtain multiple pictures of aunt from family of learner and have a copy of each picture.
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#10 Labels Multiple Pics of Uncle
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s uncle (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the uncle, as the learner answers and labels this picture correctly, begin introducing a different picture of the uncle with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the uncle 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.
Materials
3 different pictures of the uncle.
Therapist will need to obtain multiple pictures of uncle from family of learner and have a copy of each picture.
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#11 Labels Multiple Pics of Pet #1
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s pet (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the pet, as the learner answers and labels this picture correctly, begin introducing a different picture of the pet with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the pet 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.
Materials
3 different pictures of the pet.
Therapist will need to obtain multiple pictures of pet from family of learner and have a copy of each picture.
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#12 Labels Multiple Pics of Pet #2
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s pet (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the pet, as the learner answers and labels this picture correctly, begin introducing a different picture of the pet with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the pet 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.
Materials
3 different pictures of the pet.
Therapist will need to obtain multiple pictures of pet from family of learner and have a copy of each picture.
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#13 Labels Multiple Pics of Home
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s home (rotating between at least three pictures 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 the home, as the learner answers and labels this picture correctly, begin introducing a different picture of the home with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the home 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.
Materials
3 different pictures of the home.
Therapist will need to obtain multiple pictures of home from family of learner and have a copy of each picture.
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#14 Labels Multiple Pics of Therapist #1
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s therapist (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the therapist, as the learner answers and labels this picture correctly, begin introducing a different picture of the therapist with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the therapist 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.
Materials
3 different pictures of the therapist.
Therapist will need to obtain multiple pictures of therapist and have a copy of each picture.
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#15 Labels Multiple Pics of Therapist #2
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s therapist (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the therapist, as the learner answers and labels this picture correctly, begin introducing a different picture of the therapist with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the therapist 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.
Materials
3 different pictures of the therapist.
Therapist will need to obtain multiple pictures of therapist and have a copy of each picture.
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#16 Labels Multiple Pics of Teacher
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s teacher (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the teacher, as the learner answers and labels this picture correctly, begin introducing a different picture of the teacher with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the teacher 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.
Materials
3 different pictures of the teacher.
Therapist will need to obtain multiple pictures of teacher from family of learner and have a copy of each picture.
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#17 Labels Multiple Pics of Physician
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s physician (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the physician, as the learner answers and labels this picture correctly, begin introducing a different picture of the physician with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the physician 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.
Materials
3 different pictures of the physician.
Therapist will need to obtain multiple pictures of physician from family of learner and have a copy of each picture.
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#18 Labels Multiple Pics of Dentist
How to Run
Gain the attention and motivation of the learner.
Hold up a picture of the learner’s dentist (rotating between at least three pictures with every trial). Point to it if necessary.
Ask the learner “Who is this?/Who is it?”
Learner should correctly label the corresponding picture.
Reinforce accordingly.
Additional Notes
For this program, start by working on only one picture of the dentist, as the learner answers and labels this picture correctly, begin introducing a different picture of the dentist with every trial (don’t wait until mastery). You should then rotate through at least three different pictures of the dentist 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.
Materials
3 different pictures of the dentist.
Therapist will need to obtain multiple pictures of dentist from family of learner and have a copy of each picture.
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 Multiple Examples of Common Items 1.0
Labels Familiar People
Matches Familiar People in 2D Array (Non-Identical)
Receptively IDs Familiar People in 2D Array (3 Examples)
Manding for Attention