Below is a general skill sequence for teaching listener responding with toys and objects.
Starting with simple toys that have only one function is a great way to teach listening and responding skills. These uni-functional toys are designed to perform a specific action, such as a ring stacker that is meant for stacking rings on top of each other. By using these types of toys, you can teach the learner to associate a particular action with a specific object, creating a connection between physical, tactile, and visual responses and auditory instructions. This can be a powerful tool when teaching listening and responding skills in the early stages, and can also serve as a first step in teaching these skills with more complex objects that have multiple functions or involve larger movements.
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 · BS2 · LS6 · Self Management · Basic Communication · Basic Skills · Leisure
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 Skills, BS1, Follows simple verbal directions.
- Basic Skills, BS2, Follows written directions.
- Leisure, LS6, Operates radio/tunes stations.
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
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 perform an action with a familiar toy or object when asked to do so.
- Learner will perform an action with a familiar toy or object when asked to do so across three different familiar objects.
- Learner will perform an action with a familiar toy or object when asked to do so across five different familiar objects.
- Learner will perform an action with a familiar toy or object when asked to do so across 10 different familiar objects.
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.
Performs Preferred Action with Preferred Item (LR) (RC-010)
Imitates Actions During Familiar Routines (IM-020)
Performs Action During Familiar Routines (LR) (RC-060)Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to perform actions with uni-functional toys. 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.
#1 Stacking ring on ring-stacker (Ao1) - Present a ring and a ring-stacker in an array of 1 (no other toys or stimuli present).
- Gain the attention and motivation of the learner.
- Give the learner a ring and say “Stack Ring!”
- Learner should perform the action without prompting.
- Reinforce the learner contingent on desired response.
Additional Notes
Research/Resources
Diversifying Reinforcers and Why it Matters
#2 Puts shape in shape-sorter (Ao2) - Present a shape and a shape sorter in an array of 2 (the other toy being a ring-stacker).
- Gain the attention and motivation of the learner.
- Give the learner a shape and say “Put (Shape) In!”.
- Learner should select the sorter perform the action without prompting.
- Reinforce the learner contingent on desired response.
Additional Notes
- IMPORTANT: It’s important to ensure that the other items in the array are not “completed” already as this may tip your learner off visually. For example, your learner may simply know to put a puzzle piece in a puzzle because it is the only item with something misplaced or out of order. That means they are scanning and attending visually but the correct response is not under the stimulus control of the speaker.
Research/Resources
Diversifying Reinforcers and Why it Matters
#3 Performs pop-up action with pop-up toy (Ao3) - Present a pop-up toy in an array of 3 toys (the other toys being a ring-stacker and a shape-sorter).
- Gain the attention and motivation of the learner.
- Instruct them to “Push button” OR “Pop up” (or engage in corresponding action).
- Learner should select the pop-up toy from the array and perform the action without prompting.
- Reinforce the learner contingent on desired response.
Additional Notes
- IMPORTANT: It’s important to ensure that the other items in the array are not “completed” already as this may tip your learner off visually. For example, your learner may simply know to put a puzzle piece in a puzzle because it is the only item with something misplaced or out of order. That means they are scanning and attending visually but the correct response is not under the stimulus control of the speaker.
Research/Resources
Diversifying Reinforcers and Why it Matters
#4 Spins fidget spinner (Ao4) - Present a fidget spinner in an array of 4 (with the other stimuli being a ring-stacker, shape-sorter, and pop-up toy).
- Gain the attention and motivation of the learner.
- Instruct the learner to “Spin the Spinner”
- Learner should select the fidget spinner from the array perform the action without prompting.
- Reinforce the learner contingent on desired response.
Additional Notes
- IMPORTANT: It’s important to ensure that the other items in the array are not “completed” already as this may tip your learner off visually. For example, your learner may simply know to put a puzzle piece in a puzzle because it is the only item with something misplaced or out of order. That means they are scanning and attending visually but the correct response is not under the stimulus control of the speaker.
Research/Resources
Diversifying Reinforcers and Why it Matters
#5 Places large inset puzzle piece in (Ao5) - Present an inset puzzle with large puzzle pieces in an array of 5 (with the other stimuli being a ring-stacker, shape-sorter, fidget spinner, and pop-up toy).
- The last puzzle piece should be removed and sitting next to the vacant spot.
- Gain the attention and motivation of the learner.
- Instruct the learner to “Put puzzle piece in!”
- Learner should select the puzzle and perform the action without prompting.
- Reinforce the learner contingent on desired response.
Additional Notes
- IMPORTANT: It’s important to ensure that the other items in the array are not “completed” already as this may tip your learner off visually. For example, your learner may simply know to put a puzzle piece in a puzzle because it is the only item with something misplaced or out of order. That means they are scanning and attending visually but the correct response is not under the stimulus control of the speaker.
Research/Resources
Diversifying Reinforcers and Why it Matters
- Present an open book to the learner in an array of 6 (other stimuli can be ring-stacker, shape-sorter, pop-up toy, fidget spinner, and inset puzzle).
- Gain the attention and motivation of the learner.
- Instruct the learner to “Close book!”.
- Learner should select the book and perform the action without prompting.
- Reinforce the learner contingent on desired response.
Additional Notes
- IMPORTANT: It’s important to ensure that the other items in the array are not “completed” already as this may tip your learner off visually. For example, your learner may simply know to put a puzzle piece in a puzzle because it is the only item with something misplaced or out of order. That means they are scanning and attending visually but the correct response is not under the stimulus control of the speaker.
Research/Resources
Diversifying Reinforcers and Why it Matters
- Present two blocks to the learner in an array of 7 (other stimuli can be ring-stacker, shape-sorter, pop-up toy, fidget spinner, a book, and an inset puzzle).
- Gain the attention and motivation of the learner.
- Instruct the learner to “Stack blocks!”.
- Learner should select the blocks and perform the action without prompting.
- Reinforce the learner contingent on desired response.
Additional Notes
- IMPORTANT: It’s important to ensure that the other items in the array are not “completed” already as this may tip your learner off visually. For example, your learner may simply know to put a puzzle piece in a puzzle because it is the only item with something misplaced or out of order. That means they are scanning and attending visually but the correct response is not under the stimulus control of the speaker.
Research/Resources
Diversifying Reinforcers and Why it Matters
- Present a rattle or maraca to the learner in an array of 8 (other stimuli can be blocks, ring-stacker, shape-sorter, pop-up toy, fidget spinner, a book, and an inset puzzle).
- Gain the attention and motivation of the learner.
- Instruct the learner to “Shake Rattle!”
- Learner should select the rattle and perform the action without prompting.
- Reinforce the learner contingent on desired response.
Additional Notes
Research/Resources
Diversifying Reinforcers and Why it Matters
#9 Puts binoculars to eye (Ao8) - Present toy binoculars, a kaleidoscope, or a magnifying glass in an array of 9 (other stimuli can be rattle, blocks, ring-stacker, shape-sorter, pop-up toy, fidget spinner, a book, and an inset puzzle).
- Gain the attention and motivation of the learner.
- Instruct the learner to “Look in Binoculars!”
- Learner should select the binoculars and perform the action without prompting.
- Reinforce the learner contingent on desired response.
Additional Notes
Research/Resources
Diversifying Reinforcers and Why it Matters
#10 Drinks from toy cup (Ao9) - Present a toy cup in an array of 10 toys (other stimuli can be binoculars, rattle, blocks, ring-stacker, shape-sorter, pop-up toy, fidget spinner, a book, and an inset puzzle).
- Gain the attention and motivation of the learner.
- Instruct the learner to drink from the cup “Drink from cup!”
- Learner should select the cup and perform the action without prompting.
- Reinforce the learner contingent on desired response.
Additional Notes
Research/Resources
Diversifying Reinforcers and Why it Matters
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 During Familiar Routines (IM-020)
Imitation with Uni-Functional Toys (IM-030)
Approaching Others When Asked (SO-020)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 Gross Motor Action (LR) (RC-020)
Intro to Washing Hands (SC-040)
Performs Action with Multi-Functional Toys (RC-080)
Providing Personal Information w/ Safety Badge (SF-020)
Intro to Faucets/Dials (SC-050)Follow the link below to better understand component-composite analysis.
- 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.
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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