Below is a general skill sequence for helping learners label numbers 1-15.
Targeting the skill of labeling uppercase letters is a significant and exciting step in a learner's educational and/or clinical journey. This ability is more than just an isolated skill; it serves as a gateway to further academic progress, including embarking on computational skills and other classroom-based tasks.
Before a learner can effectively label numbers, they likely will need to be proficient in several foundational abilities. Engaging in basic scanning and matching is essential, as these skills form the groundwork for visual recognition. Following gestures helps in creating associations between physical cues and specific numbers. The ability to match numbers builds upon this, requiring a more detailed understanding of number forms. Receptively identifying numbers adds another layer of complexity, demanding that the learner not only recognize but also comprehend these characters. Additionally, proficiency in labeling common items enhances the learner's overall verbal and cognitive skills.
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 numbers when each are presented in flashcard form.
- Learner will label 10 numbers when each are presented in flashcard form.
- Learner will label 15 numbers when each are presented in flashcard form.
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 Uppercase Letters in 2D Array (Identical)
Receptively IDs Uppercase Letters in 2D Array
Labels Common Items 1.0Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to label numbers 1-15. 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.
Intro to Counting (3D)
Labels Common Items 2.0 
Labels Common Actions 1.0
Receptively IDs Numbers 1-15 in 2D Array
Labels Uppercase Letters in 2DLabels Lowercase Letters (Coming Soon!)
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 Numbers 15-50 (Coming Soon!)
Receptively IDs Numbers 15-50 in 2D Array (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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