Matches Common Items in 2D Array 5.0 (Non-Identical)
Below is a general skill sequence for helping learners matching common, non-identical items in a 2D array.
This skill area locks on to matching a fifth set of common items with their non-identical counterparts within a large array. It's crucial to ensure the learner is adept in basic scanning, basic matching, and has a firm handle on basic gestures. Nailing this skill area builds the groundwork for receptively identifying these items in a large array and branching out across examples.
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 65 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 70 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 75 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 Tree (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of a tree.
Gain the attention and motivation of the learner.
Give them non-identical picture of a tree and instruct them to “Match tree!”.
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 tree and 14 other common items.
Present an array of 15 pictures with one of them being a picture of bread.
Gain the attention and motivation of the learner.
Give them non-identical picture of bread and instruct them to “Match bread!”.
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 bread and 14 other common items.
Present an array of 15 pictures with one of them being a picture of an airplane.
Gain the attention and motivation of the learner.
Give them non-identical picture of an airplane and instruct them to “Match airplane!”.
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 an airplane and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a fish.
Gain the attention and motivation of the learner.
Give them non-identical picture of a fish and instruct them to “Match fish!”.
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 fish and 14 other common items.
Present an array of 15 pictures with one of them being a picture of pants.
Gain the attention and motivation of the learner.
Give them non-identical picture of pants and instruct them to “Match pants!”.
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 pants and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a sink.
Gain the attention and motivation of the learner.
Give them non-identical picture of a sink and instruct them to “Match sink!”.
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 sink and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a couch.
Gain the attention and motivation of the learner.
Give them non-identical picture of a couch and instruct them to “Match couch!”.
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 couch and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a bowl.
Gain the attention and motivation of the learner.
Give them non-identical picture of a bowl and instruct them to “Match bowl!”.
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 bowl and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a shoe.
Gain the attention and motivation of the learner.
Give them non-identical picture of a shoe and instruct them to “Match shoe!”.
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 shoe and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a fork.
Gain the attention and motivation of the learner.
Give them non-identical picture of a fork and instruct them to “Match fork!”.
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 fork and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a train.
Gain the attention and motivation of the learner.
Give them non-identical picture of a train and instruct them to “Match train!”.
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 train and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a bathroom.
Gain the attention and motivation of the learner.
Give them non-identical picture of a bathroom and instruct them to “Match bathroom!”.
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 bathroom and 14 other common items.
Present an array of 15 pictures with one of them being a picture of a kitchen.
Gain the attention and motivation of the learner.
Give them non-identical picture of a kitchen and instruct them to “Match kitchen!”.
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 kitchen 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 
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 3.0 (Non-Identical)
Matches Common Items in 2D Array 4.0 (Identical)
Matches Common Items in 2D Array 4.0 (Non-Identical)
Matches Common Items in 2D Array 5.0 (Identical)
Receptively IDs Common Items in 2D Array 5.0