Matches Common Actions in 2D Array (Non-Identical) 1.0
Below is a general skill sequence for helping learners match non-identical pictures of common actions across multiple examples in a large, 2D array.
This skill area tunes in on matching non-identical 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. It’s also likely necessary that the learner will need to match identical pictures of these same actions. Proficiency in this skill area lays the foundation for basic receptive identification of 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 9-M, Matches non-identical objects or non-identical pictures in a messy array of 10, for 25 items (e.g., matches a Ford truck to a Toyota truck)
Visual Perception/Match to Sample, VP-MTS 10-M, Matches non-identical objects (3D) to pictures (2D) and/or vice versa, in a messy array of 10 containing 3 similar stimuli, for 25 items
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 non-identical pictures of an action being performed across three examples and 5 different common actions when presented in an array of 15 pictures.
Learner will match two non-identical pictures of an action being performed across three examples and 10 different common actions when presented in an array of 15 pictures.
Learner will match two non-identical pictures of an action being performed across three examples and 15 different 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.
‣
#1 Matches Non-ID Pics of Eating (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of a person in the act of eating.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match eating!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of walking.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person walking and instruct them to “Match walking!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of drinking.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person drinking and instruct them to “Match drinking!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of hugging.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person hugging and instruct them to “Match hugging!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of crying.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person crying and instruct them to “Match crying!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of washing/cleaning.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person washing/cleaning and instruct them to “Match washing/cleaning!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of giving/handling.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match giving/handling!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of tickling.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match tickling!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of opening.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match opening!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of breaking.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match breaking!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of throwing.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match throwing!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of playing.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match playing!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of looking.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match looking!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of splashing.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match splashing!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of riding.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match riding!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of slidning.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match sliding!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of shutting.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match shutting!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Present an array of 15 pictures with one of them being a picture of a person in the act of holding.
Gain the attention and motivation of the learner.
Give them non-identical picture of a person eating and instruct them to “Match holding!”.
Learner should match the non-identical pictures with each other.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Have two other “spare” non-identical pictures of the item that you are matching. As the learner begins to gain fluency with matching one of the non-identical pictures of the action, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
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.
‣
Research and Resources
‣
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 1.0 (Non-identical)
Matches Common Actions in 2D Array 1.0 (Identical)
Matches Common Items in 2D Array 2.0 (Identical)
Receptively IDs Common Actions in 2D Array 1.0