Matches Busy & Safe Streets in 2D Array (Identical)
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.
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 8-M, Matches identical objects or pictures in a messy array of 8 containing 3 similar stimuli, for 25 items (e.g., matches a dog to a dog in an array that also contains a cat, pig, and pony)
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC20, Functional community words, universal symbols, and safety signs (e.g. learner can identify functional words (exit, push, pull, open/closed). Safety signs (no crossing, slippery floor, danger)
Community Knowledge, CK1, Receptively identifies safety and community signs
Community Knowledge, CK2, Expressive safety and community signs
Community Knowledge, CK5, Receptive identification of traffic/street signs
Community Knowledge, CK6, Expressive identification of traffic/street signs
Fixed Activity Skills, FA1, Sorts items
Basic Mobility, MB13, Walk in parking lot
Basic Mobility, MB14, Watch for cars entering driveway
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
4 years, Social/Emotional Milestones, Avoids danger, like not jumping from tall heights at
the playground
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.
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)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 pictures with one being a picture of an empty street (no oncoming cars). The remaining pictures should be pictures of busy streets and other stimuli.
Present an identical picture of a street empty to oncoming traffic (no cars).
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming down the street from a farther distance that is still unsafe to cross. The remaining pictures should be pictures of busy and empty streets and other stimuli.
Present an identical picture of the car at the same distance.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming that is closer in distance. The remaining pictures should be pictures of busy streets with cars farther away (Busy-Far) as well as empty streets (No Cars).
Present the identical picture of the close, oncoming car.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of an empty street (no oncoming cars). The remaining pictures should be pictures of busy streets and other stimuli.
Present an identical picture of a street empty to oncoming traffic (no cars).
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming down the street from a farther distance that is still unsafe to cross. The remaining pictures should be pictures of busy and empty streets and other stimuli.
Present an identical picture of the car at the same distance.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming that is closer in distance. The remaining pictures should be pictures of busy streets with cars farther away (Busy-Far) as well as empty streets (No Cars).
Present the identical picture of the close, oncoming car.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of an empty street (no oncoming cars). The remaining pictures should be pictures of busy streets and other stimuli.
Present an identical picture of a street empty to oncoming traffic (no cars).
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming down the street from a farther distance that is still unsafe to cross. The remaining pictures should be pictures of busy and empty streets and other stimuli.
Present an identical picture of the car at the same distance.
Present an identical picture of the car at a distance.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming that is closer in distance. The remaining pictures should be pictures of busy streets with cars farther away (Busy-Far) as well as empty streets (No Cars).
Present the identical picture of the close, oncoming car.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of an empty street (no oncoming cars). The remaining pictures should be pictures of busy streets and other stimuli.
Present an identical picture of a street empty to oncoming traffic (no cars).
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming down the street from a farther distance that is still unsafe to cross. The remaining pictures should be pictures of busy and empty streets and other stimuli.
Present an identical picture of the car at the same distance.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming that is closer in distance. The remaining pictures should be pictures of busy streets with cars farther away (Busy-Far) as well as empty streets (No Cars).
Present the identical picture of the close, oncoming car.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of an empty street (no oncoming cars). The remaining pictures should be pictures of busy streets and other stimuli.
Present an identical picture of a street empty to oncoming traffic (no cars).
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming down the street from a farther distance that is still unsafe to cross. The remaining pictures should be pictures of busy and empty streets and other stimuli.
Present an identical picture of the car at the same distance.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming that is closer in distance. The remaining pictures should be pictures of busy streets with cars farther away (Busy-Far) as well as empty streets (No Cars).
Present the identical picture of the close, oncoming car.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of an empty street (no oncoming cars). The remaining pictures should be pictures of busy streets and other stimuli.
Present an identical picture of a street empty to oncoming traffic (no cars).
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming down the street from a farther distance that is still unsafe to cross. The remaining pictures should be pictures of busy and empty streets and other stimuli.
Present an identical picture of the car at the same distance.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming that is closer in distance. The remaining pictures should be pictures of busy streets with cars farther away (Busy-Far) as well as empty streets (No Cars).
Present the identical picture of the close, oncoming car.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of an empty street (no oncoming cars). The remaining pictures should be pictures of busy streets and other stimuli.
Present an identical picture of a street empty to oncoming traffic (no cars).
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming down the street from a farther distance that is still unsafe to cross. The remaining pictures should be pictures of busy and empty streets and other stimuli.
Present an identical picture of the car at the same distance.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming that is closer in distance. The remaining pictures should be pictures of busy streets with cars farther away (Busy-Far) as well as empty streets (No Cars).
Present the identical picture of the close, oncoming car.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of an empty street (no oncoming cars). The remaining pictures should be pictures of busy streets and other stimuli.
Present an identical picture of a street empty to oncoming traffic (no cars).
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming down the street from a farther distance that is still unsafe to cross. The remaining pictures should be pictures of busy and empty streets and other stimuli.
Present an identical picture of the car at the same distance.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
Present an array of 15 pictures with one being a picture of a street with a car coming that is closer in distance. The remaining pictures should be pictures of busy streets with cars farther away (Busy-Far) as well as empty streets (No Cars).
Present the identical picture of the close, oncoming car.
Learner should match the picture to its identical match.
Reinforce the learner contingent on desired response.
Additional Notes
Ensure to label safe vs unsafe to cross the street when the learner matches the cards.
Ensure to talk about looking both ways when the learner matches the card.
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.
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)
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)
Matches Basic Safety Signage in 2D Array
Receptively IDs Busy & Safe Streets in 2D Array