Matches Common Items in 2D Array 3.0 (Non-Identical)
Below is a general skill sequence for helping learners match non-identical common items in a large array.
This skill area sharpens the focus on matching a third set of common items across examples within an array. It’s essential to check that the learner has a solid grasp on basic scanning, basic matching, and basic gestures, along with the capability to match one identical item with its counterpart from this set within an array. Gaining mastery in this skill area lays the groundwork for bringing in a new set of common items for matching and also zeroes in on receptively identifying multiple examples of the items in this set.
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
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 a common item across three examples and 35 different common items when presented in an array of 15 pictures.
Learner will match two non-identical pictures of a common item across three examples and 40 different common items when presented in an array of 15 pictures.
Learner will match two non-identical pictures of a common item across three examples and 45 different common items 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 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 Toothbrush (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of a toothbrush.
Gain the attention and motivation of the learner.
Give them non-identical picture of a toothbrush and instruct them to “Match toothbrush!”.
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 toothbrush and 14 other common items.
Present an array of 15 pictures with one of them being a picture of hair.
Gain the attention and motivation of the learner.
Give them non-identical picture of hair and instruct them to “Match hair!”.
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 hair and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a stop sign.
Gain the attention and motivation of the learner.
Give them non-identical picture of a stop sign and instruct them to “Match stop sign!”.
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 stop signs and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a comb.
Gain the attention and motivation of the learner.
Give them non-identical picture of a comb and instruct them to “Match comb!”.
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 combs and 14 other common items.
Present an array of 15 pictures with one of them being a picture of an apple.
Gain the attention and motivation of the learner.
Give them non-identical picture of an apple and instruct them to “Match apple!”.
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 apples and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a balloon.
Gain the attention and motivation of the learner.
Give them non-identical picture of a balloon and instruct them to “Match balloon!”.
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 balloons and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a chair.
Gain the attention and motivation of the learner.
Give them non-identical picture of a chair and instruct them to “Match chair!”.
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 chairs and 14 other common items.
Present an array of 15 pictures with one of them being a picture of an ear.
Gain the attention and motivation of the learner.
Give them non-identical picture of an ear and instruct them to “Match ear!”.
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 ears and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a rabbit.
Gain the attention and motivation of the learner.
Give them non-identical picture of a rabbit and instruct them to “Match rabbit!”.
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 rabbits and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a hat.
Gain the attention and motivation of the learner.
Give them non-identical picture of a hat and instruct them to “Match hat!”.
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 hats and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a toe.
Gain the attention and motivation of the learner.
Give them non-identical picture of a toe and instruct them to “Match toe!”.
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 toes and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a flower.
Gain the attention and motivation of the learner.
Give them non-identical picture of a flower and instruct them to “Match flower!”.
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 flowers and 14 other common items.
Present an array of 15 pictures with one of them being a picture of an action figure.
Gain the attention and motivation of the learner.
Give them non-identical picture of an action figure and instruct them to “Match action figure!”.
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 action figures and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a hand.
Gain the attention and motivation of the learner.
Give them non-identical picture of a hand and instruct them to “Match hand!”.
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 hands and 14 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.
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.
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 Items in 2D Array 2.0 (Identical)
Matches Common Items in 2D Array 2.0 (Non-Identical)
Matches Common Items in 2D Array 3.0 (Identical)
Matches Common Items in 2D Array 4.0 (Identical)
Receptively IDs Common Items in 2D Array 3.0