Matches Familiar Locations in 2D Array (Identical)
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.
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 6-M, Matches identical objects or pictures in a messy array of 6 for 25 items.
Visual Perception/Match to Sample, VP-MTS 8-M, Matches identical objects or pictures in a messy array of 8 containing 3 similar stimuli, for 25 items (e.g., matches a dog to a dog in an array that also contains a cat, pig, and pony)
AFLS (Assessment of Functional Living Skills)
Community Knowledge, CK18, Identifies locations of objects found in community
Community Knowledge, CK30, Labels community locations
Basic Communication, BC12, Labels locations (locations in home, community, school)
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 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.
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
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their home.
Give the learner a picture of their own house.
Instruct the learner to match: “Match your house/home!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your house!”) AND when they match incorrectly (”Oops, that’s the living room. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “House” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s home.
Research/Resources
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#2 Matches Pic of Garage
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their garage.
Give the learner a picture of their own garage.
Instruct the learner to match: “Match your garage!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your garage!”) AND when they match incorrectly (”Oops, that’s the kitchen. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “Garage” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s garage.
Research/Resources
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#3 Matches Pic of Kitchen
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their kitchen.
Give the learner a picture of their own kitchen.
Instruct the learner to match: “Match your kitchen!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your kitchen!”) AND when they match incorrectly (”Oops, that’s the garage. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “Kitchen” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s kitchen.
Research/Resources
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#4 Matches Pic of Bathroom
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their bathroom.
Give the learner a picture of their own bathroom.
Instruct the learner to match: “Match your bathroom!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your bathroom!”) AND when they match incorrectly (”Oops, that’s the kitchen. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “Bathroom” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s bathroom.
Research/Resources
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#5 Matches Pic of Bedroom
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their bedroom.
Give the learner a picture of their own bedroom.
Instruct the learner to match: “Match your bedroom!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your bedroom!”) AND when they match incorrectly (”Oops, that’s the bathroom. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “Bedroom” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s bedroom.
Research/Resources
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#6 Matches Pic of Rec/Play Room
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their rec/play room.
Give the learner a picture of their own rec/play room.
Instruct the learner to match: “Match your rec/play room!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your rec/play room!”) AND when they match incorrectly (”Oops, that’s the bedroom. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “Rec/Play Room” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s rec/play room.
Research/Resources
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#7 Matches Pic of Patio
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their patio.
Give the learner a picture of their own patio.
Instruct the learner to match: “Match your patio!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your patio!”) AND when they match incorrectly (”Oops, that’s the rec/play room. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “Patio” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s patio.
Research/Resources
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#8 Matches Pic of Mom/Dad/Caregiver's Bedroom
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their Mom/Dad/Caregiver's bedroom.
Give the learner a picture of their own Mom/Dad/Caregiver's bedroom.
Instruct the learner to match: “Match your Mom/Dad/Caregiver's bedroom!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your Mom/Dad/Caregiver's bedroom!”) AND when they match incorrectly (”Oops, that’s the patio. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “Mom/Dad/Caregiver's Bedroom” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s Mom/Dad/Caregiver's bedroom.
Research/Resources
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#9 Matches Pic of Basement
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their basement.
Give the learner a picture of their own basement.
Instruct the learner to match: “Match your basement!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your basement!”) AND when they match incorrectly (”Oops, that’s the Mom/Dad/Caregiver's bedroom. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “Basement” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s basement.
Research/Resources
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#10 Matches Pic of Brother/Sister/Sibling's Room
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their brother/sister/sibling's room.
Give the learner a picture of their own brother/sister/sibling's room.
Instruct the learner to match: “Match your brother/sister/sibling's room!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your brother/sister/sibling's room!”) AND when they match incorrectly (”Oops, that’s the basement. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “Brother/Sister/Sibling's Room” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s brother/sister/sibling's room.
Research/Resources
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#11 Matches Pic of Back Yard
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their back yard.
Give the learner a picture of their own back yard.
Instruct the learner to match: “Match your back yard!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your back yard!”) AND when they match incorrectly (”Oops, that’s the brother/sister/sibling's room. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “Back Yard” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s back yard.
Research/Resources
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#12 Matches Pic of Front Yard
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their front yard.
Give the learner a picture of their own front yard.
Instruct the learner to match: “Match your front yard!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your front yard!”) AND when they match incorrectly (”Oops, that’s the back yard. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “Front Yard” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s front yard.
Research/Resources
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#13 Matches Pic of School/Clinic
How to Run
Gain the attention and motivation of the learner.
Present 15 pictures of familiar locations an a messy array in front of them with one of the pictures being of their school/clinic.
Give the learner a picture of their own school/clinic.
Instruct the learner to match: “Match your school/clinic!”
Learner should match to the identical picture.
Reinforce the learner accordingly.
Additional Notes
Make sure to continually label the location when they match correctly (”Good job matching your school/clinic!”) AND when they match incorrectly (”Oops, that’s the front yard. Try again”)
As the learner gains fluency, test to see if they’ll receptively identify “School/Clinic” from the array when you ask them to find it.
Materials
14 pictures of familiar or recognizable locations. 2 additional, identical pictures of the learner’s school/clinic.
Research/Resources
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.
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 Familiar People in 2D Array (Identical)
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
Matches Community Locations in 2D Array
Receptively IDs Familiar Locations in 2D Array