Below is a general skill sequence for helping learners label their personal preferences.
Self advocacy can drastically improve a learner’s quality of life. Manding for what one doesn’t want or does want is a great way to get the ball rolling in this area. Additionally, helping learners conceptualize what they “like” or “don’t like” is important as well. This accentuates their ability to communicate their wants and needs. It also provides material for future conversation development. Finally, improves self awareness and opens the door—as they identify the likes/dislikes of others—for them to be aware of the needs and wants of others.
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 five preferred items, activities, people, or places prior to receiving access to them.
- Learner will label 10 preferred items, activities, people, or places prior to receiving access to them.
- Learner will label five preferred items, activities, people, or places when asked to do so while engaging with them.
- Learner will label 10 preferred items, activities, people, or places when asked to do so while engaging with them.
- Learner will label five preferred items, activities, people, or places when asked what they like to do.
- Learner will label 10 preferred items, activities, people, or places when asked what they like to do.
- Learner will label five non-preferred items, activities, people, or places when asked what they don’t like to do.
- Learner will label 10 non-preferred items, activities, people, or places when asked what they don’t like to do.
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.
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to follow instructions and communicate likes and dislikes. 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 Own Behavior
Greetings (Verbal)
Responding to “What” GreetingsComposite 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 Likes/Dislikes of Others
Labels Favorite People, Places, & ThingsFollow the link below to better understand component-composite analysis.
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