Below is a general skill sequence for helping learners match pictures of busy and safe streets.

Safety and quality of life are paramount concerns, particularly when dealing with the complexities and potential dangers of traffic. This skill area is designed as an introductory step to help learners understand the concepts of busy and safe streets, laying the groundwork for future traffic safety education. The initial focus is on discrepancy elimination by having the learner match identical pictures of streets—busy and safe alike. As the learner becomes proficient in this task, the skill area evolves to include matching non-identical pictures, followed by the receptive identification of busy and safe streets, and eventually labeling them. Mastering these foundational concepts is crucial, as it sets the stage for more advanced and practical instruction on traffic safety. The aim is to equip the learner with the necessary cognitive tools to navigate traffic situations safely, thereby significantly enhancing their overall well-being and quality of life.

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 identical pictures of busy streets in a field of 15 pictures.
Learner will match identical pictures of cars at a distance on a street in a field of 15 pictures.
Learner will match identical pictures of busy streets, non-busy streets, and cars at a distance in a field of 15 pictures.

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 and match identical pictures of busy and safe streets. 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 “No Cars A” (Ao15)

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#2 Matches “Busy-Far A” (Ao15)

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#3 Matches “Busy-Close A” (Ao15)

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#4 Matches “No Cars B” (Ao15)

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#5 Matches “Busy-Far B” (Ao15)

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#6 Matches “Busy-Close B” (Ao15)

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#7 Matches “No Cars C” (Ao15)

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#8 Matches “Busy-Far C” (Ao15)

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#9 Matches “Busy-Close C” (Ao15)

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#10 Matches “No Cars D” (Ao15)

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#11 Matches “Busy-Far D” (Ao15)

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#12 Matches “Busy-Close D” (Ao15)

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#13 Matches “No Cars E” (Ao15)

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#14 Matches “Busy-Far E” (Ao15)

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#15 Matches “Busy-Close E” (Ao15)

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#16 Matches “No Cars F” (Ao15)

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#17 Matches “Busy-Far F” (Ao15)

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#18 Matches “Busy-Close F” (Ao15)

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#19 Matches “No Cars G” (Ao15)

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#20 Matches “Busy-Far G” (Ao15)

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#21 Matches “Busy-Close G” (Ao15)

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#22 Matches “No Cars H” (Ao15)

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#23 Matches “Busy-Far H” (Ao15)

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#24 Matches “Busy-Close H” (Ao15)

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 Common Items in 2D Array 2.0 (Identical)

Matches Common Actions in 2D Array 1.0 (Identical)

Matches Familiar Locations in 2D Array (Identical)

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.