Below is a general skill sequence for helping learners match familiar places.

As learners progress in matching pictures of common actions, items, and people, it is also beneficial for them to start conceptualizing places. This early exposure helps them in receptively identifying locations and eventually labeling them. Moreover, it plays a crucial role in supporting learners who have specific preferences for certain locations. By being able to identify familiar places, learners can effectively communicate the context in which a desired item or activity is located. This increased understanding and control over their environment empowers them to navigate and interact with their surroundings more independently.

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 5 identical pictures of a familiar location in their home (or other environment) in an array of 15 pictures.
Learner will match 10 identical pictures of a familiar location in their home (or other environment) in an array of 15 pictures.
Learner will match 15 identical pictures of a familiar location in their home (or other environment) 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.

Intro to Scanning

Intro to Matching (Visual Perception)

Following Gestures

Matches Common Items in 2D Array 1.0 (Identical)

Matches Familiar People in 2D Array (Identical)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to match pictures of familiar locations 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 Pic of Own House

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#2 Matches Pic of Garage

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#3 Matches Pic of Kitchen

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#4 Matches Pic of Bathroom

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#5 Matches Pic of Bedroom

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#6 Matches Pic of Rec/Play Room

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#7 Matches Pic of Patio

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#8 Matches Pic of Mom/Dad/Caregiver's Bedroom

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#9 Matches Pic of Basement

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#10 Matches Pic of Brother/Sister/Sibling's Room

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#11 Matches Pic of Back Yard

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#12 Matches Pic of Front Yard

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#13 Matches Pic of School/Clinic

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 Actions in 2D Array 1.0 (Identical)

Matches Common Items in 2D Array 2.0 (Identical)

Matches Busy & Safe Streets in 2D Array (Identical)

Matches Colors in 2D Array

Manding for Locations

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.