Matches Common Items in 2D Array 1.0 (Non-identical)
Below is a general skill sequence for teaching learners how to match pictures of common, non-identical items.
The "Matches Common Items in 2D Array (Non-Identical)" skill sequence is a possible next step after teaching your learner to match pictures of common items that are identical. This skill area can prepare learners to match across examples, which is a strong indicator that your learner is conceptualizing certain topics and concepts. The BxMastery system also prioritizes working on matching, receptive identification, and tacting by category and class. These categories and classes will be used for FFC programming 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 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, 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 non-identical pictures of five different common items in an array of five or more pictures.
Learner will match non-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.
Below is a possible skill sequence for working on increasing your learner’s ability to match common items in a 2D array that are not 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 non-ID Dog (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of a dog.
Gain the attention and motivation of the learner.
Give them non-identical picture of a dog and instruct them to “Match dog!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a dog and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a ball.
Gain the attention and motivation of the learner.
Give them non-identical picture of a ball and instruct them to “Match ball!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a ball and 14 pictures of other common items.
Present an array of 15 pictures with one of them being a picture of a book.
Gain the attention and motivation of the learner.
Give them non-identical picture of a book and instruct them to “Match book!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a book and 14 pictures of other common items.
Present an array of 15 pictures with one of them being a picture of a cup.
Gain the attention and motivation of the learner.
Give them non-identical picture of a cup and instruct them to “Match cup!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a cup and 14 pictures of other common items.
Present an array of 15 pictures with one of them being a picture of a car.
Gain the attention and motivation of the learner.
Give them non-identical picture of a car and instruct them to “Match car!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a car and 14 pictures of other common items.
Present an array of 15 pictures with one of them being a picture of a juice.
Gain the attention and motivation of the learner.
Give them non-identical picture of juice or drink and instruct them to “Match drink!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a drink and 14 pictures of other common items.
Present an array of 15 pictures with one of them being a picture of a nose.
Gain the attention and motivation of the learner.
Give them non-identical picture of a nose and instruct them to “Match nose!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a nose and 14 pictures of other common items.
Present an array of 15 pictures with one of them being a picture of a banana.
Gain the attention and motivation of the learner.
Give them non-identical picture of a banana and instruct them to “Match banana!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a banana and 14 pictures of other common items.
Present an array of 15 pictures with one of them being a picture of a key/keys.
Gain the attention and motivation of the learner.
Give them non-identical picture of a key/keys and instruct them to “Match key/keys!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of key/keys and 14 pictures of other common items.
Present an array of 15 pictures with one of them being a picture of a cookie.
Gain the attention and motivation of the learner.
Give them non-identical picture of a cookie and instruct them to “Match cookie!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a cookie and 14 pictures of other common items.
Present an array of 15 pictures with one of them being a picture of a toilet.
Gain the attention and motivation of the learner.
Give them non-identical picture of a toilet and instruct them to “Match toilet!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a toilet and 14 pictures of other common items.
Present an array of 15 pictures with one of them being a picture of a toy.
Gain the attention and motivation of the learner.
Give them non-identical picture of a toy/parts of a toy and instruct them to “Match toy!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a toy or pictures of parts of a toy (ex: pic of ring from a ring stacker) and 14 pictures of other common items.
Present an array of 15 pictures with one of them being a picture of a smartphone.
Gain the attention and motivation of the learner.
Give them non-identical picture of a phone and instruct them to “Match phone!”.
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 item, begin to rotate through the other non-identical pictures as well to teach non-identical matching across examples.
Materials
Four non-identical pictures of a phone and 14 pictures of other common items.
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.
Elizabeth R. Lorah, Shawn P. Gilroy, Philip N. Hineline,
Acquisition of peer manding and listener responding in young children with autism,
Research in Autism Spectrum Disorders, Volume 8, Issue 2, 2014, Pages 61-67,
ISSN 1750-9467,
https://doi.org/10.1016/j.rasd.2013.10.009.
Kaitlin G. Causin, Kristin M. Albert, Vincent J. Carbone, Emily J. Sweeney-Kerwin,
The role of joint control in teaching listener responding to children with autism and other developmental disabilities, Research in Autism Spectrum Disorders, Volume 7, Issue 9, 2013, Pages 997-1011, ISSN 1750-9467,
https://doi.org/10.1016/j.rasd.2013.04.011.
‣
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)
Receptively IDs Common Items in 2D Array
