Matches Common Actions in 2D Array 2.0 (Identical)
Below is a general skill sequence for helping learners match a second set of pictures of common actions in a large array.
This skill area tunes in on matching a second set of pairs of common actions in a large array. It's vital to check that the learner is fluent in basic scanning, basic matching, and has a good grip on basic gestures. Further it is helpful that they demonstrate matching abilities for common items. Proficiency in this skill area lays the foundation for matching non-identical pictures of these actions within a large array and also steers into receptively identifying these actions in a large array. Both may contribute to the general conceptualization of labeling actions and activities (if applicable).
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, BC11, Labels common actions observed in home, school, or community setting
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
3 years, Language/Communication Milestones, Says what action is happening in a picture or book when asked, like “running,” “eating,” or “playing”
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 20 common actions when presented in an array of 15 pictures.
Learner will match two identical pictures of 30 common actions when presented in an array of 15 pictures.
Learner will match two identical pictures of 40 common actions when presented in an array 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 common actions. 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 Sleeping (Ao15)
How to Run
Present an array of 15 pictures of individuals performing common actions with one of them being a picture of a person/animal sleeping.
Gain the attention and motivation of the learner.
Give them an identical picture of a person sleeping and instruct them to “Match sleeping!”.
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 person sleeping and 14 pictures of other common actions.
Present an array of 15 pictures of individuals performing common actions with one of them being a picture of a something/someone stopping at a stop sign/walk.
Gain the attention and motivation of the learner.
Give them an identical picture of a something/someone stopping and instruct them to “Match stopping!”.
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 something/someone stopping at a stop sign/stop walk and 14 pictures of other common actions.
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.
Receptively IDs Common Actions in 2D 2.0 (Coming Soon!)
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 Common Actions in 2D Array 1.0 (Identical)
Performs Action with Multi-Functional Toys
Performs Actions with Uni-Functional Toys (LR)