Below is a general skill sequence for teaching 2-step listener responding.

The following skill sequence expands on previous listener responding skill sequences in that adds an additional step to the original instruction. Learners will need to have demonstrated a history of responding to instructions for single, common actions without prompts. This skill sequence lays the groundwork for the learner to engage in three step actions in listener responding.

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)

• Listener Responding, LR-8M, Performs 10 specific motor actions on command (e.g., Show me clapping. Can you hop?)
• Listener Responding, LR-12M, Follows 2 instructions involving 6 different prepositions (e.g., Stand behind the chair) and 4 different pronouns (e.g., Touch my ear).
• Listener Responding, LR-14M, Follows 3-step directions for 10 different directions (e.g., Get your coat, hand it up, and sit down).

AFLS (Assessment of Functional Living Skills)

• Self Management, SM5, Follows directions from multiple caregivers.
• Basic Communication, BS1, Follows instructions.
• Basic Communication, BS2, Follows sequence of instructions.
• Cooking, CG1, Follows instructions to prepare simple food dish.
• Nighttime Routines, NR11, Follows all steps to get ready for bed.
• Basic Skills, BS1, Follows simple verbal directions.
• Basic Skills, BS2, Follows written directions.

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

• 30 Months, Social/Emotional, Follows simple routines when told, like helping to pick up toys when you say, “It’s clean-up time.”
• 5 Years, Social/Emotional, Follows rules or take turns when playing games with other children.

Treatment Plan Goal Ideas

Treatment plan goal ideas for this particular skill area are as follows:

Learner will perform 5 different two-step actions or similar when asked to do so by an adult.

Learner will perform 10 different two-step actions or similar when asked to do so by an adult.

Learner will perform 25 different two-step actions or similar when asked to do so by an adult.

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.

Single Actions with Common Toys

Performs Preferred Action with Preferred Item (LR)

Performs Action During Familiar Routines (LR)

Performs Actions with Uni-Functional Toys (LR)

Performs Gross Motor Action (LR)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to perform 2 step actions. 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.

Imitates 2 Step Actions

Performs Action with Multi-Functional Toys

Receptively IDs Common Items in 2D Array

Performs Fine Motor Actions (LR)

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.

Performs 3 Step Actions (LR)

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

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