Matches Common Items in 2D Array 4.0 (Non-Identical) (MT-260)
Below is a general skill sequence for helping learners match pictures of non-identical common items in a large 2D array.
This skill area zeroes in on non-identical matching within a fourth set of common items in an array. It's vital to make sure the learner has a strong grasp of basic scanning, basic matching, and basic gestures, and can also pair up identical items from this set in a large array. Getting a grip on this skill area lays the groundwork for matching a new batch of common items, among other skills, and also moves towards receptive identification of these items in a large array
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, CK5, Receptive identification of traffic/street signs
Community Knowledge, CK6, Expressive identification of traffic/street signs
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 50 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 55 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 60 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 “Don’t Walk” Sign (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of a “Don’t Walk” sign.
Gain the attention and motivation of the learner.
Give them non-identical picture of a “Don’t Walk” sign and instruct them to “Match ‘Don’t Walk’”.
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 “Don’t Walk” sign and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a sidewalk.
Gain the attention and motivation of the learner.
Give them non-identical picture of a sidewalk and instruct them to “Match sidewalk”.
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 sidewalk and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a street.
Gain the attention and motivation of the learner.
Give them non-identical picture of a street and instruct them to “Match street”.
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 street and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a cloud.
Gain the attention and motivation of the learner.
Give them non-identical picture of a cloud and instruct them to “Match cloud”.
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 cloud and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a pencil.
Gain the attention and motivation of the learner.
Give them non-identical picture of a pencil and instruct them to “Match pencil”.
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 pencil and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a house.
Gain the attention and motivation of the learner.
Give them non-identical picture of a house and instruct them to “Match house”.
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 house and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a guitar.
Gain the attention and motivation of the learner.
Give them non-identical picture of a guitar and instruct them to “Match guitar”.
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 guitar and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a bike.
Gain the attention and motivation of the learner.
Give them non-identical picture of a bike and instruct them to “ Match bike”.
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 bike and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a truck.
Gain the attention and motivation of the learner.
Give them non-identical picture of a truck and instruct them to “Match truck”.
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 truck and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a stove.
Gain the attention and motivation of the learner.
Give them non-identical picture of a stove and instruct them to “Match stove”.
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 stove and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a shirt.
Gain the attention and motivation of the learner.
Give them non-identical picture of a shirt and instruct them to “Match shirt”.
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 shirt and 14 other common items.
Present an array of 15 pictures with one of them being a picture of stairs.
Gain the attention and motivation of the learner.
Give them non-identical picture of stairs and instruct them to “Match stairs”.
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 stairs and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a window.
Gain the attention and motivation of the learner.
Give them non-identical picture of a window and instruct them to “Match window”.
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 window 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.
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Intro to Scanning (RD-020)
Intro to Matching (Visual Perception) (MT-010)
Following Gestures (RD-030)
Matches Common Items in 2D Array 1.0 (Identical) (MT-020)
Matches Common Items in 2D Array 1.0 (Non-identical) (MT-030)
Matches Common Items in 2D Array 2.0 (Identical) (MT-090)
Matches Common Items in 2D Array 2.0 (Non-Identical) (MT-210)
Matches Common Items in 2D Array 3.0 (Identical) (MT-100)
Matches Common Items in 2D Array 3.0 (Non-Identical) (MT-240)
Matches Common Items in 2D Array 4.0 (Identical) (MT-110)
Matches Common Items in 2D Array 5.0 (Identical) (MT-120)
Receptively IDs Common Items in 2D Array 4.0 (RC-300)