Below is a general skill sequence for teaching the first stages of gross 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. 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 gross motor actions when asked to do so by an adult.

Learner will perform 10 different gross motor actions or similar when asked to do so by an adult.

Learner will perform 20 different gross 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)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to perform gross 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.

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#1 LR-Puts item into something when asked

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#2 LR-High Fives when asked

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#3 LR-Makes mark when asked

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#4 LR-Comes when asked

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#5 LR-Sits when asked

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#6 LR-Grabs hand when asked

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#7 LR-Puts hands on knees when asked

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#8 LR-Stands up when asked

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#9 LR-Jumps when asked

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#10 LR-Claps when asked

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#11 LR-Spins when asked

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#12 LR-Raises arms when asked

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#13 LR-Stomps feet when asked

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#14 LR-Knocks on table when asked

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#15 LR-Puts hands in pockets when asked

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#16 LR-Touches head when asked

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#17 LR-Touches stomach when asked

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#18 LR-Touches toe when asked

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#19 LR-Retrieves common item when asked

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#20 LR-Stands on marker when asked

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 Gross Motor Actions

Performs Actions with Uni-Functional Toys (LR)

Intro to Washing Hands

Intro to Sitting

Performs Action with Multi-Functional Toys

Approaching Others When Asked

Following Instructions at a Distance

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.