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.

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.

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#1 Jump-Clap

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#2 Jump-Spin

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#3 Jump-Arms Up

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#4 Clap-Jump

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#5 Arms up-Jump

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#6 Spin-Jump

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#7 Spin-Clap

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#8 Clap-Spin

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#9 Clap-Arms Up

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#10 Touches Toes-Clap

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#11 Arms Up-Clap

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#12 Touches Head-Arms Up

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#13 Touches Toes-Arms Up

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#14 Arms Up-Spin

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#15 Spins-Stomps

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#16 Touches Head-Stomp

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#17 Spin-Arms Up

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#18 Stomps-Jumps

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#19 Jumps-Stomps

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#20 Stomps-Claps

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#21 Claps-Stomps

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#22 Stomps-Spins

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#23 Touches Head-Spin

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#24 Stomps-Arms Up

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#25 Touches Toes-Touches Head

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#26 Claps-Touches Toes

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#27 Touches Toes-Spin

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#28 Touches Head-Clap

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#29 Jumps-Touches Toe

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#30 Touches Toes-Jumps

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#31 Jumps-Touches Head

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#32 Touches Head-Jump

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#33 Claps-Touches Head

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#34 Spins-Touches Head

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#35 Spins-Touches Toes

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#36 Arms Up-Stomps

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#37 Touches Toes-Stomp

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#38 Touches Head-Touches Toes

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#39 Arms Up-Touches Toes

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#40 Stomps-Touches Toes

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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Research and Resources

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Disclaimer

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