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.
#1 LR-Puts item into something when asked - Gain the attention and motivation of the learner.
- Give them an item and gold out a vessel to put it in (Ex: Ball and bucket.) “Put ball in!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#2 LR-High Fives when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “High Five!/Give me a high five!“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#3 LR-Makes mark when asked - Gain the attention and motivation of the learner.
- Present a paper and pencil (or similar).
- Give them the instruction to “Draw!/Color!“
- Learner should pick up writing utensil and make any kind of mark on paper.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Gain the attention and motivation of the learner.
- Position yourself 3-5 feet away.
- Give them the instruction to “Come here!“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Gain the attention and motivation of the learner.
- Give them the instruction to “Sit/Sit down!“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#6 LR-Grabs hand when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Hold my hand!“ (Do not hold out your hand!)
- Learner should reach toward your hand (that is not outstretched).
- Reach toward them and allow them to grab your hand.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- In the beginning stages of this program, you may need to hold your hand out as a visual prompt. Then you’ll gradually fade this so that your hand is completely dropped to your side. We want the learner to initiate the grab based on your asking them to.
#7 LR-Puts hands on knees when asked - Gain the attention and motivation of the learner.
- Instruct them to put their hands on their knees. “Hands down!/Hands on knees!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#8 LR-Stands up when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Stomp!/Stomp your feet!“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Gain the attention and motivation of the learner.
- Give them the instruction to “Jump!“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Gain the attention and motivation of the learner.
- Give them the instruction to “Clap your hands/Clap!“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
- Gain the attention and motivation of the learner.
- Give them the instruction to “Spin! Spins around!“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#12 LR-Raises arms when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Arms up!“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#13 LR-Stomps feet when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Stomp!/Stomp your feet!“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#14 LR-Knocks on table when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Show me knocking“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#15 LR-Puts hands in pockets when asked - Gain the attention and motivation of the learner.
- Instruct them to put their hands on their pockets. “Hands in pockets!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#16 LR-Touches head when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Touch your head“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#17 LR-Touches stomach when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Touch your tummy/stomach!“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#18 LR-Touches toe when asked - Gain the attention and motivation of the learner.
- Give them the instruction to “Touch your toes!“
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#19 LR-Retrieves common item when asked - In a play room/toy room setting, gain the attention and motivation of the learner.
- Give them the instruction to find something that they typically will engage with. “Bring me a ball!”
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
#20 LR-Stands on marker when asked - Ensure that the learner is within 3-5 feet of a floor marker of some kind (mat, an “x” on a floor, etc.)
- Gain the attention and motivation of the learner.
- Instruct them to stand on the marker.
- Learner should follow the instruction without prompts.
- Contingent on the correct response, reinforce the learner accordingly.
Additional Notes
Materials
- Mat, “x” marked on a floor, etc.
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 ActionsPerforms 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 DistanceComposite 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 2 Step Actions (LR)Performs Actions with Multi-functional Toys (LR) (Coming Soon!)
Performs Fine Motor Actions (LR)
Receptively IDs Common Items in 2D ArrayFollow 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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