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).

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.

Intro to Scanning

Intro to Matching (Visual Perception)

Following Gestures

Matches Common Items in 2D Array 1.0 (Identical)

Skill Possibilities

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)

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#2 Matches Circle (Ao10)

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#3 Matches Triangle (Ao10)

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#4 Matches Star (Ao10)

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#5 Matches Heart (Ao10)

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#6 Matches Rectangle (Ao10)

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#7 Matches Pentagon (Ao10)

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#8 Matches Trapezoid (Ao10)

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#9 Matches Diamond (Ao10)

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#10 Matches Oval (Ao10)

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 Colors in 2D Array

Matches Common Items in 2D Array 1.0 (Identical)

Intro to Sorting

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.