Below is a general skill sequence for helping learners label nouns and colors.
As learners gain a general fluency for labeling items and labeling colors, it may be time to look at teaching the learner how to label certain items using the item’s color as an adjectives. This potentially paves the way for more advanced labeling with other adjectives and may increase the learner’s ability to highlight the specifics in their environment more easily.
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 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.
Tact, T 11-M, Tact color, shape, and function of 5 items.
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?”
30 months, Cognitive Milestones, Shows he knows at least one color, like pointing to a red crayon when you ask, “Which one is red?”
4 years, Cognitive Milestones, Names a few colors of items
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 an item using the name of the item and the color of the item across 3 items and a variety of colors.
Learner will label an item using the name of the item and the color of the item across 6 items and a variety of colors.
Learner will label an item using the name of the item and the color of the item across 9 items and a variety of colors.
Learner will label an item using the name of the item and the color of the item across 12 items and a variety of colors.
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 Brown Dog
How to Run
Gain the attention and motivation of the learner.
Present a picture of a brown dog. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this is a brown dog!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a brown dog
Research/Resources
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#2 Labels Black Dog
How to Run
Gain the attention and motivation of the learner.
Present a picture of a black dog. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this is a black dog!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a black dog
Research/Resources
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#3 Labels White Dog
How to Run
Gain the attention and motivation of the learner.
Present a picture of a white dog. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this is a white dog!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a white dog
Research/Resources
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#4 Labels Red Ball
How to Run
Gain the attention and motivation of the learner.
Present a picture of a red ball. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a red ball!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a red ball
Research/Resources
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#5 Labels Blue Ball
How to Run
Gain the attention and motivation of the learner.
Present a picture of a blue ball. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a blue ball!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a blue ball
Research/Resources
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#6 Labels Yellow Ball
How to Run
Gain the attention and motivation of the learner.
Present a picture of a yellow ball. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a yellow ball!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a yellow ball
Research/Resources
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#7 Labels Blue Book
How to Run
Gain the attention and motivation of the learner.
Present a picture of a blue book. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a blue book!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a blue book
Research/Resources
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#8 Labels Green Book
How to Run
Gain the attention and motivation of the learner.
Present a picture of a green book. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a green book!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a green book
Research/Resources
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#9 Labels Red Book
How to Run
Gain the attention and motivation of the learner.
Present a picture of a red book. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a red book!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a red book
Research/Resources
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#10 Labels Green Cup
How to Run
Gain the attention and motivation of the learner.
Present a picture of a green cup. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a green cup!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a green cup
Research/Resources
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#11 Labels White Cup
How to Run
Gain the attention and motivation of the learner.
Present a picture of a white cup. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a white cup!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a white cup
Research/Resources
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#12 Labels Red Cup
How to Run
Gain the attention and motivation of the learner.
Present a picture of a red cup. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a red cup!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a red cup
Research/Resources
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#13 Labels Black Car
How to Run
Gain the attention and motivation of the learner.
Present a picture of a black car. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a black car!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a black car
Research/Resources
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#14 Labels Red Car
How to Run
Gain the attention and motivation of the learner.
Present a picture of a red car. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a red car!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a red car
Research/Resources
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#15 Labels Silver Car
How to Run
Gain the attention and motivation of the learner.
Present a picture of a silver car. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a silver car!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a silver car
Research/Resources
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#16 Labels Orange Drink
How to Run
Gain the attention and motivation of the learner.
Present a picture of an orange drink. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is an orange drink!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of an orange drink
Research/Resources
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#17 Labels Brown Drink
How to Run
Gain the attention and motivation of the learner.
Present a picture of a brown drink. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a brown drink!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a brown drink
Research/Resources
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#18 Labels Red Drink
How to Run
Gain the attention and motivation of the learner.
Present a picture of a red drink. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a red drink!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a red drink
Research/Resources
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#19 Labels Yellow Banana
How to Run
Gain the attention and motivation of the learner.
Present a picture of a yellow banana. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a yellow banana!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a yellow banana
Research/Resources
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#20 Labels Green Banana
How to Run
Gain the attention and motivation of the learner.
Present a picture of a green banana. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a green banana!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a green banana
Research/Resources
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#21 Labels Brown Banana
How to Run
Gain the attention and motivation of the learner.
Present a picture of a brown banana. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “That/this/it is a brown banana!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a brown banana
Research/Resources
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#22 Labels Silver Keys
How to Run
Gain the attention and motivation of the learner.
Present a picture of silver keys. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “Those/they are silver keys!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of silver keys
Research/Resources
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#23 Labels Gold Keys
How to Run
Gain the attention and motivation of the learner.
Present a picture of gold keys. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “Those/they are gold keys!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of gold keys
Research/Resources
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#24 Labels Bronze Keys
How to Run
Gain the attention and motivation of the learner.
Present a picture of bronze keys. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “Those/they are bronze keys!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of bronze keys
Research/Resources
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#25 Labels Brown Cookie
How to Run
Gain the attention and motivation of the learner.
Present a picture of a brown cookie. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a brown cookie!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a brown cookie
Research/Resources
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#26 Labels Black Cookie
How to Run
Gain the attention and motivation of the learner.
Present a picture of a black cookie. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a black cookie!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a black cookie
Research/Resources
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#27 Labels Yellow Cookie
How to Run
Gain the attention and motivation of the learner.
Present a picture of a yellow cookie. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a yellow cookie!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a yellow cookie
Research/Resources
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#28 Labels White Toilet
How to Run
Gain the attention and motivation of the learner.
Present a picture of a white toilet. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a white toilet!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a white toilet
Research/Resources
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#29 Labels Cream Toilet
How to Run
Gain the attention and motivation of the learner.
Present a picture of a cream toilet. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a cream toilet!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a cream toilet
Research/Resources
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#30 Labels Grey Toilet
How to Run
Gain the attention and motivation of the learner.
Present a picture of a grey toilet. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a grey toilet!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a grey toilet
Research/Resources
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#31 Labels Red Block
How to Run
Gain the attention and motivation of the learner.
Present a picture of a red block. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a red block!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a red block
Research/Resources
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#32 Labels Blue Block
How to Run
Gain the attention and motivation of the learner.
Present a picture of a blue block. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a blue block!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a blue block
Research/Resources
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#33 Labels Yellow Block
How to Run
Gain the attention and motivation of the learner.
Present a picture of a yellow block. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a yellow block!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a yellow block
Research/Resources
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#34 Labels Black Phone
How to Run
Gain the attention and motivation of the learner.
Present a picture of a black phone. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a black phone!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a black phone
Research/Resources
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#35 Labels White Phone
How to Run
Gain the attention and motivation of the learner.
Present a picture of a white phone. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a white phone!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a white phone
Research/Resources
‣
#36 Labels Grey Phone
How to Run
Gain the attention and motivation of the learner.
Present a picture of a grey phone. Point to it if necessary.
Ask the learner “What is this/that/it?”
Learner should vocalize the correct response “This/that/it is a grey phone!”
Reinforce accordingly.
Additional Notes
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 memorization, and could expedite mastery and fluency.
Materials
A picture of a grey phone
Research/Resources
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.
Labels with Size & Noun (Coming Soon!)
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!
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 1.0
Labels Common Colors in 2D
Labels with Noun-Verb Combos 1.0
Labels with Noun-Verb Combos 2.0