Below is a general skill sequence for helping learners match non-identical pictures of common items.

This skill area is grounded in the students' ability to already match identical pictures of the items in this set. It sets the tone receptive identification of these same items, especially across multiple examples.

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 three, non-identical, 2D items when presented in an Array of 15.
Learner will match five, non-identical, 2D items when presented in an Array of 15.
Learner will match 10, non-identical, 2D items when presented in an Array of 15.
Learner will match 15, non-identical, 2D items when presented in an Array of 15.

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 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 Items in 2D Array 2.0 (Identical)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to follow instructions and match common items in a 2D array. 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 Non-ID Pic of Bed (Ao15)

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#2 Matches Non-ID Pic of Milk (Ao15)

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#3 Matches Non-ID Pic of Book (Ao15)

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#4 Matches Non-ID Pic of Cat (Ao15)

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#5 Matches Non-ID Pic of Mouth (Ao15)

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#6 Matches Non-ID Pic of Bathtub (Ao15)

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#7 Matches Non-ID Pic of TV (Ao15)

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#8 Matches Non-ID Pic of Bird (Ao15)

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#9 Matches Non-ID Pic of Eye (Ao15)

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#10 Matches Non-ID Pic of Spoon (Ao15)

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#11 Matches Non-ID Pic of Bear (Ao15)

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#12 Matches Non-ID Pic of Foot (Ao15)

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#13 Matches Non-ID Pic of Sock (Ao15)

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#14 Matches Non-ID Pic of Door (Ao15)

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.

Matches Common Items in 2D Array 2.0 (Identical)

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.