Below is a general skill sequence for helping learners label their own behavior.
Tacting, often referred to as labeling, stands as a vital operant in behavioral interventions. Not only does it empower the learner to label their own behaviors in real-time, but it also fosters heightened self-awareness, drawing the individual into the present moment and promoting closer attention to their actions. Such a skill may lay the foundation for discussions about personal preferences, enabling the learner to articulate their choices when prompted. As a starting point, it's crucial to ensure that the learner can accurately label common actions. Complementing this, refining their ability to respond to typical "What" questions further cements their mastery of the skill.
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 behavior of others in real time or in a video when asked to do so.
- Learner will label their own behavior when asked what they are doing in the present moment.
- Learner will correctly respond to the greeting of another person when they are asked about what they are doing.
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 Common Actions 1.0Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to label own behavior. 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.
Greetings (Verbal)
Labels with Noun-Verb Combos 1.0
Labels Emoticon Expressions in 2D 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 Personal Likes & DislikesInviting Peers to Join (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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