Below is a general skill sequence for helping learners match pictures of their first numbers in a large array.

Targeting the ability to match numbers 1-15 in a large array represents a vital milestone in a learner's mathematical development. This skill is more than a numeric exercise; it lays the foundation for the receptive identification of numbers, the potential for labeling, and marks the entry point to the exciting worlds of counting and simple arithmetic.

The journey towards mastering the matching of numbers requires a nuanced blend of several foundational abilities. Basic scanning skills will likely enable the learner to visually navigate and differentiate the numbers within a large array. Proficiency in basic matching may foster the ability to recognize and pair identical numbers. Following gestures aids in the connection between physical cues and specific numeric symbols. The capacity to match common items further solidifies the learner's comprehension of the task at hand.

The thoughtful integration of these foundational skills creates a comprehensive pathway for the learner to successfully match numbers 1-15 in a large array. This achievement not only signifies a critical understanding of numerical concepts but also ignites a spark for further mathematical exploration. The mastery in this area serves as a gateway to more complex numerical cognition, including counting sequences and early mathematical operations.

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)

• Math, M 15-M, Correctly matches a written number to a quantity and a quantity to a written number for the numbers 1-5 (e.g. matches the number 3 to a picture of 3 trucks).
• Visual Perception/Match To Sample, VPMS-6M, Matches identical objects or pictures in a messy array of 6 for 25 items.
• Visual Perception/Match To Sample, VPMS-8M, 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)

• Basic Communication, BS13, Labels adjectives (identify properties of objectives: color, size, shape, texture).
• Health, Safety, & First Aid, HS22, Calls 911 and reports key facts.
• Eat in Public, EP24, Listens for number to be called.

DSM-V Diagnostic Criteria for Autism

• A2, Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.

CDC’s Developmental Milestones

• 5 Years, Language/Communication, Does simple chores at home, like matching socks or clearing the table after eating.

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 identical representations of numbers 1-5 when presented in and array of 15.
• Learner will match two identical representations of numbers 1-10 when presented in and array of 15.
• Learner will match two identical representations of numbers 1-15 when presented in and array of 15.

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)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to match numbers 1-15 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.

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 Items in 2D Array 1.0 (Identical)

Matches Uppercase Letters in 2D Array (Identical)

Matches Lowercase Letters in 2D Array (Identical)

Matches Emoticon in 2D Array (Identical)

Intro to Counting (3D)

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.

Matches Uppercase Letters in 2D Array (Non-identical) (Coming Soon!)

Receptively IDs Numbers 1-15 in 2D Array

Follow the link below to better understand component-composite analysis.

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