Below is a general skill sequence for teaching the first stages of fine motor, listener responding.
In the listener responding (LR) skill sequences that came before, the context of the task was used as an embedded prompt to aid the learner’s response. For example, previous LR skill sequences targeted having the learner perform actions during preferred activities and familiar routines. Additionally, skill sequences consisted of gross motor tasks and tasks with uni-functional objects. The current sequence removes the context and requires the learner to rely on the spoken instruction to perform the correct task.
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 Skills, BS1, Follows simple verbal 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 fine motor actions or similar when asked to do so by an adult.
Learner will perform 10 different fine motor 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 fine motor 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.
#1 LR-Pats belly when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Pat your belly!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#2 LR-Gives high five when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “High five!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
Materials
- For a correct response, the learner should high five without your holding out your hand. However, your may need to hold your hand out as a model prompt in the beginning stages of this skill.
#3 LR-Gives fist bump when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Knuckles/Give me a fist bump!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
Materials
- For a correct response, the learner should fist bump without you holding out your fist. However, your may need to hold your fist out as a model prompt in the beginning stages of this skill.
- Gain the attention and motivation of the learner.
- Give them the instruction to “Wave!/Hi!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
Materials
- For a correct response, the learner should wave without your waving. However, your may need to wave as a model prompt in the beginning stages of this skill.
#5 LR-Touches nose when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Touch your nose!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#6 LR-Gives thumbs up when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Give me a thumbs up!/Yeah! Thumbs up!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
Materials
- For a correct response, the learner should give a thumbs up without you needed into provide a thumbs up yourself. However, your may need to provide a thumbs up as a model prompt in the beginning stages of this skill.
#7 LR-Gives thumbs down when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Give me a thumbs down!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
Materials
- For a correct response, the learner should give a thumbs down without you needing to model it. However, your may need to provide a thumbs down as a model prompt in the beginning stages of this skill.
#8 LR-Gives OK sign when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Show me ‘OK’/Show me three fingers!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
Materials
- For a correct response, the learner should give the OK sign without you needing to model it. However, you may need to provide the OK sign as a model prompt in the beginning stages of this skill.
#9 LR-Holds up two fingers when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Show me two fingers!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
Materials
- For a correct response, the learner should hold up two fingers without you needing to model it. However, you may need to hold up two fingers as a model prompt in the beginning stages of this skill.
#10 LR-Holds up four fingers when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Show me four fingers!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
Materials
- For a correct response, the learner should hold up four fingers without you needing to model it. However, you may need to hold up four fingers as a model prompt in the beginning stages of this skill.
#11 LR-Picks up marble when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Pick up the marble!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#12 LR-Picks up penny when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Pick up the penny!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#13 LR-Makes mark when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Draw/Color!”
- Learner should pick up a writing utensil and make any mark on the paper.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
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 Fine Motor ActionsPerforms Actions with Uni-Functional Toys (LR)
Receptively IDs Common Items in 2D Array
Performs Action with Multi-Functional Toys
Performs 2 Step Actions (LR)
Intro to Zippers, Buttons, & SnapsComposite 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.
Intro to EchoicsPerforms Action with Multi-Functional ToysFollow 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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