Welcome! You made it!
Welcome! You made it!
/
📊
Click Here to Browse the Complete BxMastery Database Now!
/Browse Skill Areas Alphabetically
Browse Skill Areas Alphabetically
/Matches Common Items in 2D Array 1.0 (Identical)
Matches Common Items in 2D Array 1.0 (Identical)
Matches Common Items in 2D Array 1.0 (Identical)
Matches Common Items in 2D Array 1.0 (Identical)

Matches Common Items in 2D Array 1.0 (Identical)

Below is a general skill sequence for teaching learners how to match two identical pictures of common items.

Then Matches Common Items in 2D Array (Identical) skill sequence is a possible next step after teaching your learner to the most basic match behaviors. This skill area can prepare learners to match pictures of actions, faces, and locations, and opens the door for matching non-identical items as well. The BxMastery system also prioritizes working on matching, receptive identification, and tacting by category/class in relation to potential FFC programs in the future.

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, BC9, Labels common objects
  • Community Knowledge, CK17, Identifies items in the community
  • Household Mechanics, HM21, Labels objects in common rooms

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

Treatment Plan Goal Ideas

Treatment plan goal ideas for this particular skill area are as follows:

Learner will match identical pictures of five different common items in an array of five or more pictures.

Learner will match identical pictures of ten different common items in an array of ten or more 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 Scanning Intro to Matching (Visual Perception) Intro to Matching (Visual Perception) Following GesturesFollowing Gestures

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to match common items in a 2D array that are identical. 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 Dog (Ao3)

How to Run

  1. Present an array of 3 pictures with one of them being a picture of a dog.
  2. Gain the attention and motivation of the learner.
  3. Give them an identical picture of the dog and instruct them to “Match dog!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Picture of dog and two other common items.
Matched Dog Ao3.pdf598.2KB

‣
#2 Matches Ball (Ao4)

How to Run

  1. Present an array of 4 pictures with one of them being a picture of a ball.
  2. Gain the attention and motivation of the learner.
  3. Give them an identical picture of the ball and instruct them to “Match ball!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of a ball and three pictures of other common items.
Matches Ball Ao4.pdf678.3KB

‣
#3 Matches Book (Ao5)

How to Run

  1. Present an array of 5 pictures with one of them being a picture of a book.
  2. Gain the attention and motivation of the learner.
  3. Present identical picture of book and instruct them to “Match book!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of a book and four pictures of other common items.
Matches Book Ao5.pdf990.4KB

‣
#4 Matches Cup (Ao6)

How to Run

  1. Present an array of 6 pictures with one of them being a picture of a cup.
  2. Gain the attention and motivation of the learner.
  3. Present identical picture of the cup and instruct them to “Match cup!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of a cup and five pictures of other common items.
Matches Cup Ao6.pdf1019.5KB

‣
#5 Matches Car (Ao7)

How to Run

  1. Present an array of 3 pictures with one of them being a picture of a car.
  2. Gain the attention and motivation of the learner.
  3. Present identical picture of car and instruct them to “Match car!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of a car and six pictures of other common items.
Matches Car Ao7.pdf1166.8KB

‣
#6 Matches Juice (Ao8)

How to Run

  1. Present an array of 3 pictures with one of them being a picture of a juice (or similar).
  2. Gain the attention and motivation of the learner.
  3. Present identical picture of the juice and instruct them to “Match juice!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of a juice and seven pictures of other common items.
Matches Juice Ao8.pdf1237.7KB

‣
#7 Matches Nose (Ao9)

How to Run

  1. Present an array of 9 pictures with one of them being a picture of a nose.
  2. Gain the attention and motivation of the learner.
  3. Present identical picture of a nose and instruct them to “Match nose!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of a nose and eight pictures of other common items.
Matches Nose Ao9.pdf1381.9KB

‣
#8 Matches Banana (Ao10)

How to Run

  1. Present an array of 10 pictures with one of them being a picture of a banana.
  2. Gain the attention and motivation of the learner.
  3. Present identical picture of a banana and instruct them to “Match banana!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of a nose and nine pictures of other common items.

‣
#9 Matches Keys (Ao11)

How to Run

  1. Present an array of 11 pictures with one of them being a picture of keys.
  2. Gain the attention and motivation of the learner.
  3. Present identical picture of keys and instruct them to “Match keys!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of key/keys and ten pictures of other common items.

‣
#10 Matches Cookies (Ao12)

How to Run

  1. Present an array of 12 pictures with one of them being a picture of a cookie.
  2. Gain the attention and motivation of the learner.
  3. Present identical picture of a cookie and instruct them to “Match cookie!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of cookies and 11 pictures of other common items.

‣
#11 Matches Toilet (Ao13)

How to Run

  1. Present an array of 13 pictures with one of them being a picture of a Toilet.
  2. Gain the attention and motivation of the learner.
  3. Present identical picture of a toilet and instruct them to “Match toilet!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of a toilet and 12 pictures of other common items.

‣
#12 Matches Toy (Ao14)

How to Run

  1. Present an array of 14 pictures with one of them being a picture of a toy (any).
  2. Gain the attention and motivation of the learner.
  3. Present identical picture of a toy and instruct them to “Match toy/name of toy!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of a toy and 13 pictures of other common items.

‣
#13 Matches Phone (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a smartphone.
  2. Gain the attention and motivation of the learner.
  3. Present identical picture of a phone and instruct them to “Match phone!”.
  4. Learner should put the picture next to its match.
  5. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • Two identical pictures of a smartphone and 14 pictures of other common items.

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.

Intro to Scanning Intro to Scanning Intro to Matching (Visual Perception) Intro to Matching (Visual Perception) Receptively IDs Common Items in 2D ArrayReceptively IDs Common Items in 2D ArrayMatches Common Items in 2D Array 1.0 (Non-identical)Matches Common Items in 2D Array 1.0 (Non-identical)Matches Common Actions in 2D Array 2.0 (Identical)Matches Common Actions in 2D Array 2.0 (Identical)Matches Colors in 2D ArrayMatches Colors in 2D Array

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.

Matches Common Items in 2D Array 1.0 (Non-identical)Matches Common Items in 2D Array 1.0 (Non-identical)Matches Common Items in 2D Array 2.0 (Identical)Matches Common Items in 2D Array 2.0 (Identical)Matches Familiar People in 2D Array (Identical)Matches Familiar People in 2D Array (Identical)Matches Common Actions in 2D Array 1.0 (Identical)Matches Common Actions in 2D Array 1.0 (Identical)Receptively IDs Common Items in 2D ArrayReceptively IDs Common Items in 2D ArrayGame Play: MemoryGame Play: MemoryMatches Busy & Safe Streets in 2D Array (Identical)Matches Busy & Safe Streets in 2D Array (Identical)Intro to SortingIntro to SortingMatches Basic Shapes in 2D Array (Identical)Matches Basic Shapes in 2D Array (Identical)

Follow the link below to better understand component-composite analysis.

‣
Research and Resources
📑Summary: Control of Adolescents’ Arbitrary Matching-to-Sample by Positive and Negative Stimulus Relations (Stromer & Osborne)📑Summary: Aquisition of Matching to Sample Via Mediated Transfer (Sidman, Cresson Jr., & Willson-Morris) (1)📑Summary: The Nature of Standard Control in Children’s Matching-to-Sample (Dixon & Dixon) (1)
How a component analysis can reshape the way you introduce skills to your learners

The difficulties in coming up with the right programs for your learner can be endless. Very few BCBAs know about or understand the utility in using a little thing called component analysis and how it can help them out in their goal writing. A component what?

flatrockweekly.substack.com

How a component analysis can reshape the way you introduce skills to your learners
Full Circle: A Strategy to Keep Learner Programs Moving

Here is the important, second half of my first post on component analysis. A composite is a larger skill that is produced from two or more smaller component skills. Basically, a skill made up of other skills. It's a blending of all the mastered, component skills before it.

flatrockweekly.substack.com

Full Circle: A Strategy to Keep Learner Programs Moving
‣
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!

Email us at bxmastery@flatrockadvice.com

We’ll try to get back with you as soon as we can!

Ⓒ 2022-2025. Flatrock Advising, LLC. bxmastery.com.