Below is a general skill sequence for helping learners match identical pictures of basic shapes in a large array.
As learners master the ability to engage in basic scanning and basic matching, clinicians may elect to pursue having the learners match common items. And, as the learner gains fluency in this area, the clinician is faced with several decisions as there are a variety of additional stimuli where that they may choose to target through matching. For learners that are on a track for more complex conversations or classroom expereinces, the clinician may elect to target matching basic colors, shapes, letters, numbers, and other classroom or academic related stimuli. This skill area seeks to target teaching learners how to match basic shapes. As the learner gains fluency here, the clinician or teacher may introduce receptive identification or labeling of shapes (in addition to other classroom stimuli).
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)
Visual Perception/Match to Sample, VP-MTS 6-M, Matches identical objects or pictures in a messy array of 6 for 25 items.
Visual Perception/Match to Sample, VP-MTS 7-M, Sorts similar colors and shapes for 10
different colors or shapes given models (e.g., given red, blue, and green bowls and a pile of red, blue, and green bears the child sorts the items by color)
Dressing, DR28, Matches clothing styles and colors
Fixed Activity Skills, FA1, Sorts items
DSM-V Diagnostic Criteria for Autism
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, Cognitive Milestones, Shows simple problem-solving skills, like standing on a small stool to reach something
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 two identical pictures of five basic shapes when presented in an array of ten.
Learner will match two identical pictures of ten basic shapes when presented in an array of ten
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 Matches Square (Ao10)
How to Run
Present an array of 10 pictures of basic shapes with one of them being a picture of a square.
Gain the attention and motivation of the learner.
Give them an identical picture of a square and instruct them to “Match square!”.
Learner should put the picture next to/on its match.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Target several matching targets at once to ensure that the learner doesn’t simply memorize one pair and try to match that pair at every opportunity
Materials
Two identical pictures of a square and 9 pictures of other basic shapes.
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.
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.
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Intro to Scanning 
Intro to Matching (Visual Perception) 
Following Gestures
Matches Common Items in 2D Array 1.0 (Identical)
Matches Colors in 2D Array
Intro to Sorting
Receptively IDs Basic Shapes in 2D Array
Labels Basic Shapes in 2D