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/Performs Action During Familiar Routines (LR)
Performs Action During Familiar Routines (LR)
Performs Action During Familiar Routines (LR)
Performs Action During Familiar Routines (LR)

Performs Action During Familiar Routines (LR)

Below is a general skill sequence for teaching the first stages of imitation

Following high probability instructions during familiar routines is the next step in building essential skills for learners. Familiar routines are high probability task sequences that the child is likely to encounter on a daily basis, such as brushing their teeth or getting dressed. Building on the foundation established in the previous skill area through following instruction during with preferred actions during preferred activities, the child will have a relatively solid pairing with simple instructions and be better prepared to listener responding tasks (LR) during familiar routines. This skill is important because it lays the groundwork for the child to be able to respond to listener responding instructions with objects, and it sets them up for success in imitation on this front in general. Also, it is important to target actions that the child has shown a history of performing on their own without prompting.

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

When developing a treatment plan for listener responding during familiar routines, it is important to carefully consider the number of routines the learner is already familiar with. This will help ensure that the treatment plan goals are realistic and achievable, and that the child is set up for success. It's important to remember that treatment plan goals are long-term objectives, typically reflected in the authorization, and consist of a series of short-term targets that build up towards the overall goal. By breaking down the goal into smaller, achievable steps, the child can focus on mastering each individual step and make steady progress towards the larger objective.

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

Learner will perform an action during a familiar routine when asked to do so by an adult.

Learner will perform three actions during three familiar routines when asked to do so by an adult.

Learner will perform five actions during five familiar routines when asked to do so by an adult.

Learner will perform ten actions during five familiar routine 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.

Imitates Actions During Familiar RoutinesImitates Actions During Familiar RoutinesPerforms Preferred Action with Preferred Item (LR)Performs Preferred Action with Preferred Item (LR)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to perform an action during familiar routines. 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 Performs Action During Arrival Routine

How to Run

  1. Note when the learner is about to perform an action during an arrival routine.
  2. Before they do, gain their attention.
  3. Perform the action yourself and say “Do this!”
  4. The learner should then perform the action and proceed through the rest of the routine.

Additional Notes

  • These are actions they’ve demonstrated knowing how to perform (or have been verabally prompted through) in the past. Examples of actions you might perform during an arrival routine:
    • Have your coat on and model taking it off, they should then take theirs off
    • Model unzipping your coat, they should then unzip their coat
    • Model turning the door latch to the door into the center, they should turn it and open it
    • Model hanging up their book bag, give them the book bag, and then they should hang it up.

Materials

  • Any items from the familiar routine you are targeting.
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#2 Performs Action During Toileting/Changing Routine

How to Run

  1. Note when the learner is about to perform an action during a toileting/changing routine.
  2. Before they do, gain their attention.
  3. Perform the action yourself and say “Do this!”
  4. The learner should then perform the action and proceed through the rest of the routine.

Additional Notes

  • These are actions they’ve demonstrated knowing how to perform or have frequently performed in the past. This usually has to do with routines that are inherent to their day. Examples of actions you might perform during a toileting routine:
    • Model opening the door to the bathroom, they open it
    • Model flushing the toilet, they flush it
    • Model putting the seat down on the toilet, they put it down.
    • Model grabbing fresh diaper from box (before changing them), they grab the diaper

Materials

  • Any items from the familiar routine you are targeting.
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#3 Performs Action During Hand-washing Routine

How to Run

  1. Note when the learner is about to perform an action during a handwashing routine.
  2. Before they do, gain their attention.
  3. Perform the action yourself and say “Do this!”
  4. The learner should then perform the action and proceed through the rest of the routine.

Additional Notes

  • Run during all instances of washing hands.
  • These are actions they’ve demonstrated knowing how to perform or have frequently performed in the past. This usually has to do with routines that are inherent to their day. Examples of actions you might perform during a hand-washing routine:
    • Model turning on the water, they turn it on.
    • Model pumping the soap, they pump the soap.
    • Model throwing away paper towel, they throw it away.

Materials

  • Any items from the familiar routine you are targeting.
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#4 Performs Action During Leaving Routine

How to Run

  1. Note when the learner is about to perform a routine action when they are leaving.
  2. Before they do, gain their attention.
  3. Perform the action yourself and say “Do this!”
  4. The learner should then perform the action and proceed through the rest of the routine.

Additional Notes

  • Run during any instance where they are leaving the center/home.
  • These are actions they’ve demonstrated knowing how to perform or have frequently performed in the past. This usually has to do with routines that are inherent to their day. Examples of actions you might perform during a leaving routine:
    • Model putting on a shoe, they put their shoe on.
    • Model grabbing their lunchbox, they grab the lunch box.
    • Model zipping a coat, they zip their coat.

Materials

  • Any items from the familiar routine you are targeting.
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#5 Performs Action During Eating Routine

How to Run

  1. Note when the learner is about to perform a routine action during eating
  2. Before they do, gain their attention.
  3. Perform the action yourself and say “Do this!”
  4. The learner should then perform the action and proceed through the rest of the routine.

Additional Notes

  • Run during any instance where they are eating a meal/snack.
  • These are actions they’ve demonstrated knowing how to perform or have frequently performed in the past. This usually has to do with routines that are inherent eating. Examples of actions you might perform during a eating routine:
    • Model getting a plate, they get a plate.
    • Model opening the microwave, they open the microwave.
    • Model stabbing food with a fork, they stab food with their fork.
    • Model taking a drink, they take a drink.

Materials

  • Any items from the familiar routine you are targeting.
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#6 Performs Action During Clean Up Routine

How to Run

  1. Note when the learner is about to perform a routine action during cleaning up after eating.
  2. Before they do, gain their attention.
  3. Perform the action yourself and say “Do this!”
  4. The learner should then perform the action and proceed through the rest of the routine.

Additional Notes

  • Run during any instance where you are cleaning up after a meal or snack.
  • These are actions they’ve demonstrated knowing how to perform or have frequently performed in the past. This usually has to do with routines that are inherent to cleaning up after a meal. Examples of actions you might perform during a clean up routine:
    • Model dumping contents from a plate in a trash can, the learner imitates it with their own plate.
    • Model throwing away a paper towel, the learner imitates it.
    • Model wiping the table after you eat, the learner imitates.

Materials

  • Any items from the familiar routine you are targeting.
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#7 Performs Action During Dressing Routine

How to Run

  1. Note when the learner is about to perform a routine action during a dressing routine.
  2. Before they do, gain their attention.
  3. Perform the action yourself and say “Do this!”
  4. The learner should then perform the action and proceed through the rest of the routine.

Additional Notes

  • Run during any instance where you are helping the learner get dressed.
  • These are actions they’ve demonstrated knowing how to perform or have frequently performed in the past with prompts. This usually has to do with routines that are inherent to dressing. Examples of actions you might perform during a dressing routine:
    • Pull up their pants and say “do this”, then have them do it.
    • Put on one of their socks for them and say “do this”, then have them perform it.
    • Put a shirt over their head and say “do this” and then remove it and have them do it.

Materials

  • Any items from the familiar routine you are targeting.

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 Actions with Preferred ItemsImitates Actions with Preferred ItemsImitates Actions During Familiar RoutinesImitates Actions During Familiar Routines

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 Actions with Uni-Functional Toys (LR)Performs Actions with Uni-Functional Toys (LR)Intro to Sitting Intro to Sitting Intro to DressingIntro to DressingApproaching Others When AskedApproaching Others When Asked

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

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Research and Resources
How a component analysis can reshape the way you introduce skills to your learners

The difficulties in coming up with the right programs for your learner can be endless. Very few BCBAs know about or understand the utility in using a little thing called component analysis and how it can help them out in their goal writing. A component what?

flatrockweekly.substack.com

How a component analysis can reshape the way you introduce skills to your learners
Full Circle: A Strategy to Keep Learner Programs Moving

Here is the important, second half of my first post on component analysis. A composite is a larger skill that is produced from two or more smaller component skills. Basically, a skill made up of other skills. It's a blending of all the mastered, component skills before it.

flatrockweekly.substack.com

Full Circle: A Strategy to Keep Learner Programs Moving
  • Elizabeth R. Lorah, Shawn P. Gilroy, Philip N. Hineline, Acquisition of peer manding and listener responding in young children with autism, Research in Autism Spectrum Disorders, Volume 8, Issue 2, 2014, Pages 61-67, ISSN 1750-9467, https://doi.org/10.1016/j.rasd.2013.10.009.
  • Kaitlin G. Causin, Kristin M. Albert, Vincent J. Carbone, Emily J. Sweeney-Kerwin, The role of joint control in teaching listener responding to children with autism and other developmental disabilities, Research in Autism Spectrum Disorders, Volume 7, Issue 9, 2013, Pages 997-1011, ISSN 1750-9467, https://doi.org/10.1016/j.rasd.2013.04.011.
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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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