Below is a general skill sequence for teaching 3-step listener responding.
The following skill sequence expands on previous listener responding skill sequences in that adds two additional steps to the original LR 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 following instructions through multi-step tasks.
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.
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Search tags
VB-MAPP / VBMAPP: LR 8-M · LR 12-M · LR 14-M · Listener Responding
AFLS: SM5 · BC1 · BS1 · BC2 · BS2 · CG1 · NR11 · Self Management · Basic Communication · Cooking · Nighttime Routines · Basic Skills
DSM-5: A2 Nonverbal Communication
CDC Milestones: 30 months Social/Emotional · 5 years Social/Emotional
Skill type: Listener Responding · Receptive Language · Receptive ID
VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program)
- Listener Responding, LR 8-M, Performs 10 specific motor actions on command (e.g., Show me clapping. Can you hop?)
- Listener Responding, LR 12-M, 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 14-M, 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, BC1, Follows instructions.
- Basic Communication, BC2, 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 three-step actions or similar when asked to do so by an adult.
Learner will perform 10 different three-step actions or similar when asked to do so by an adult.
Learner will perform 20 different three-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 (PL-010)
Performs Preferred Action with Preferred Item (LR) (RC-010)
Performs Action During Familiar Routines (LR) (RC-060)
Performs Actions with Uni-Functional Toys (LR) (RC-070)
Performs Gross Motor Action (LR) (RC-020)
Performs 2 Step Actions (LR) (RC-040)Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to perform 3 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.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Jump, clap, and the spin!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Jump, spin, and clap!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Jump, arms up, and spin!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Clap, jump, and arms up!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Arms up, jump, and clap!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Spin, jump, and put your arms high!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Spin, clap, and put your arms high!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Clap, spin, and jump!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Clap, put your arms up, and spin!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Clap, put your arms up, and jump!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Arms up, clap, and then jump!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Arms up, spin, and then clap!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
#13 Touches Toes-Arms Up-Clap - Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Touch your toes, arms up, and then clap!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
#14 Arms Up-Spin-Touches Toe - Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Arms up, spin and touch your toes!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
- Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Spin, stomp, and then put your arms up!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
#16 Touches Head-Stomp-Touches Toes - Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Touch your head, stomp, and touch your toes!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
#17 Spin-Arms Up-Touches Head - Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Spin, arms up, and touch your head!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
#18 Stomps-Jumps-Touches Toes - Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Stomps, jumps, and touches toes!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
#19 Jumps-Stomps-Touches Head - Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Jump, stomp, and touch your head for me!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
#20 Stomps-Claps-Touches Toes - Gain the attention and motivation of the learner.
- Give them the 3 step instruction to “Stomp, clap, and touch your toes!”
- Learner should follow the 3 step instruction in order without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Giving one instruction at a time, waiting for the learner to perform the action, and then giving the next instruction in the 3-step sequence, might be a good start for learners. Then, try to give the complete 3-step instruction all together after the learner performs all three of the steps. Eventually, you’ll want to fade going through each step individually.
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.
Intro to Washing Hands (SC-040)
Imitates 3 Step Actions (IM-090)
Performs Action with Multi-Functional Toys (RC-080)
Receptively IDs Common Actions in 2D Array 1.0 (RC-120)
Labels Common Actions 1.0 (TC-030)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 Common Multi-Step Self Help Activities (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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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