Below is a general skill sequence for helping learners match personal safety information.
As learners develop an ability to match pictures of similar items and pictures of similar symbols, it may open the door for working on matching more complex safety words, signage, and common sight words. Additionally, targeting the matching of personal safety words and information may the tone in helping the learner receptively identify and intraverbally respond to basic personal questions in emergency situations. This skill area seeks to target matching personal information like names and addresses to hopefully pave a smooth path for the learner to access and communicate this information in crucial health and safety situations.
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 match their full written name to a non-identical version of their full, written name in an array of 15 pictures of common signs, symbols, and personal safety information.
- Learner will match elements of their personal information (name, birthdate, address, etc.) to a non-identical version of their full, written name in an array of 15 pictures of common signs, symbols, and personal safety information.
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)
Matches Common Actions in 2D Array 1.0 (Identical)
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to match basic personal information. 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.
Matches Uppercase Letters in 2D Array (Identical)
Matches Basic Safety Signage in 2D ArrayMatches Uppercase Letters in 2D Array (Identical)Matching Sight Words in 2D Array (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.
Matching Advanced Personal/Safety Information in 2D Array (Coming Soon!)
Receptively IDs Personal/Safety Info in 2D Array (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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