Below is a general skill sequence for starting to work on listener responding with your learner.
To encourage listener responding in children, it can be helpful to begin with having them follow instructions for preferred actions that are associated with activities they enjoy. By focusing on these preferred activities, the child is more likely to be motivated and engaged, which increases their chances of success. Pairing listener responding tasks with reinforcement can also create positive associations with the activity, further boosting the child's motivation. As the child becomes more skilled and confident in engaging in listener responding during these preferred actions, they will be better equipped to follow instructions during familiar routines, which can foster important skills like independence and self-help. This can also serve as a foundation for developing more advanced imitation skills.
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 instruction.
- 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
Treatment plan goals for teaching this skill area is a little different than others. Since this skill area is linked with preferred items and activities, your treatment plan goal should reflect the number of high value preferred items and activities your learner enjoys. For example, if your learner only prefers to play with three toys, you likely won’t write a treatment plan goal for having them engage in listener responding tasks across 10 actions with 10 toys. That is because they likely won’t be motivated to complete the actions as they are not motivated for ten toys (but only three instead).
Treatment plan goal ideas for this particular skill area are as follows:
Learner will engage in one preferred action with one preferred toy or activity when instructed to do so by an adult.
Learner will engage in three preferred actions with three preferred toys or activities when instructed to do so by an adult.
Learner will engage in five preferred actions with five preferred toys or activities when instructed to do so by an adult.
Learner will engage in ten preferred actions with ten preferred toys or activities when instructed 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 with Preferred Items
Single Actions with Common ToysSkill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to perform preferred actions with preferred items. 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.
Pushes Button on Preferred when asked - Note when the learner is highly motivated/engaged with something that involves their pushing a button.
- Take the item.
- Say “Push the button”/”Push Play”
- Learner should take item and push the button.
- Issue preferred social praise and continue to allow them to engage with the item (or others should their motivation change.
Additional Notes
- Examples of push button items: the “play” button on their tablet, Pop up toys, Poppin’ Pals, Fidget Cube., Bubble board, etc.
- Note: The listener responding programs for this skill sequence should be selected as programs if and ONLY IF the learner has a history of finding these activities reinforcing.
- This is the first stage listener responding. If the learner engages in the desired behavior, it is likely due to the reinforcing nature of the activity and not your model. That is okay!
Materials
Spaces with easy access to preferred items and activities.
Toy Rooms
Gross Motor Rooms
Sensory Rooms
Playgrounds/Outdoors
Arts & Craft Areas
Research/Resources
Diversifying Reinforcers and Why it Matters
Shakes Preferred Item When Asked - Note when the learner is highly motivated/engaged with something that involves their shaking an item.
- Take the item.
- Instruct them to shake the item. “Shake the globe!”
- Learner should take item and shake it.
- Issue preferred social praise and continue to allow them to engage with the item (or others should their motivation change).
Additional Notes
- Examples of shaking items: snow globe, rattle, tambourine, etc.
- Note: The LR programs for this skill sequence should be selected as programs if and ONLY IF the learner has a history of finding these activities reinforcing.
- This is the first stage of teaching LRs. If the learner engages in the desired behavior, it is likely due to the reinforcing nature of the activity and not your model. That is okay!
Materials
Spaces with easy access to preferred items and activities.
Toy Rooms
Gross Motor Rooms
Sensory Rooms
Playgrounds/Outdoors
Arts & Craft Areas
Research/Resources
Diversifying Reinforcers and Why it Matters
- Note when the learner is highly motivated/engaged with something that involves throwing behavior.
- Take the item.
- Instruct them to throw it “Throw the ball!”.
- Learner should take item and throw it.
- Issue preferred social praise and continue to allow them to engage with the item (or others should their motivation change).
Additional Notes
- Examples of items for throwing: ball, paper airplane, frisbee, etc.
- Note: The LR programs for this skill sequence should be selected as programs if and ONLY IF the learner has a history of finding these activities reinforcing.
- This is the first stage of LR. If the learner engages in the desired behavior, it is likely due to the reinforcing nature of the activity and not your model. That is okay!
Materials
Spaces with easy access to preferred items and activities.
Toy Rooms
Gross Motor Rooms
Sensory Rooms
Playgrounds/Outdoors
Arts & Craft Areas
Research/Resources
Diversifying Reinforcers and Why it Matters
- Note when the learner is highly motivated/engaged with something that involves tapping behavior.
- Take the item.
- Instruct them to tap it/hit it/similar. “Bang the drum!”
- Learner should take item and tap with it.
- Issue preferred social praise and continue to allow them to engage with the item (or others should their motivation change).
Additional Notes
- Examples of tapping items: drum sticks, boom sticks, xylophone, etc.
- Note: The LR programs for this skill sequence should be selected as programs if and ONLY IF the learner has a history of finding these activities reinforcing.
- This is the first stage of teaching LRs. If the learner engages in the desired behavior, it is likely due to the reinforcing nature of the activity and not your model. That is okay!
Materials
Spaces with easy access to preferred items and activities.
Toy Rooms
Gross Motor Rooms
Sensory Rooms
Playgrounds/Outdoors
Arts & Craft Areas
Research/Resources
Diversifying Reinforcers and Why it Matters
Spins Preferred Item When Asked - Note when the learner is highly motivated/engaged with something that involves spinning behavior.
- Take the item.
- Ask the learner to spin the item. “Spin the Propellor”.
- Learner should take item and spin it.
- Issue preferred social praise and continue to allow them to engage with the item (or others should their motivation change).
Additional Notes
- Examples of spinning items: fidget spinner, propeller on a toy airplane, top, etc.
- Note: The LR programs for this skill sequence should be selected as programs if and ONLY IF the learner has a history of finding these activities reinforcing.
- This is the first stage of teaching LRs. If the learner engages in the desired behavior, it is likely due to the reinforcing nature of the activity and not your model. That is okay!
Materials
Spaces with easy access to preferred items and activities.
Toy Rooms
Gross Motor Rooms
Sensory Rooms
Playgrounds/Outdoors
Arts & Craft Areas
Research/Resources
Diversifying Reinforcers and Why it Matters
Stretches Preferred Item When Asked - Note when the learner is highly motivated/engaged with something that involves stretching them.
- Take the item.
- Ask the learner to stretch the item. “Stretch the Play Doh!”
- Learner should take item and stretch it.
- Issue preferred social praise and continue to allow them to engage with the item (or others should their motivation change).
Additional Notes
- Examples of tapping items: stretchy worms, Play Doh, Slinky etc.
- Note: The LR programs for this skill sequence should be selected as programs if and ONLY IF the learner has a history of finding these activities reinforcing.
- This is the first stage of teaching LRs. If the learner engages in the desired behavior, it is likely due to the reinforcing nature of the activity and not your model. That is okay!
Materials
Spaces with easy access to preferred items and activities.
Toy Rooms
Gross Motor Rooms
Sensory Rooms
Playgrounds/Outdoors
Arts & Craft Areas
Research/Resources
Diversifying Reinforcers and Why it Matters
Rolls Preferred Item When Asked - Note when the learner is highly motivated/engaged with something that involves rolling the them.
- Take the item.
- Ask them to roll/drive the item. “Roll the ball!”/”Drive the car!”
- Learner should take item and roll it.
- Issue preferred social praise and continue to allow them to engage with the item (or others should their motivation change).
Additional Notes
- Examples of rolling items: ball, toy car, toy trains, etc.
- Note: The LR programs for this skill sequence should be selected as programs if and ONLY IF the learner has a history of finding these activities reinforcing.
- This is the first stage of teaching LRs. If the learner engages in the desired behavior, it is likely due to the reinforcing nature of the activity and not your model. That is okay!
Materials
Spaces with easy access to preferred items and activities.
Toy Rooms
Gross Motor Rooms
Sensory Rooms
Playgrounds/Outdoors
Arts & Craft Areas
Research/Resources
Diversifying Reinforcers and Why it Matters
Waves Preferred Item When Asked - Note when the learner is highly motivated/engaged with something that involves waving the item.
- Take the item.
- Ask them to wave the item. “Wave the bubble wand!”
- Learner should take item and wave it.
- Issue preferred social praise and continue to allow them to engage with the item (or others should their motivation change).
Additional Notes
- Examples of waving items: bubble wand, clappers, etc.
- Note: The LR programs for this skill sequence should be selected as programs if and ONLY IF the learner has a history of finding these activities reinforcing.
- This is the first stage of teaching LR programs. If the learner engages in the desired behavior, it is likely due to the reinforcing nature of the activity and not your model. That is okay!
Materials
Spaces with easy access to preferred items and activities.
Toy Rooms
Gross Motor Rooms
Sensory Rooms
Playgrounds/Outdoors
Arts & Craft Areas
Research/Resources
Diversifying Reinforcers and Why it Matters
Jumps/Jumps On Item When Asked - Note when the learner is highly motivated/engaged with something that involves their jumping on it or over it.
- Ask the learner to jump. “Jump!”
- Learner should perform the jumping action related to the item.
- Issue preferred social praise and continue to allow them to engage with the item (or others should their motivation change).
Additional Notes
- Examples of jumping activities: jumping on to a crashpad, on a trampoline, etc.
- Note: The LR programs for this skill sequence should be selected as programs if and ONLY IF the learner has a history of finding these activities reinforcing.
- This is the first stage of teaching LR programs. If the learner engages in the desired behavior, it is likely due to the reinforcing nature of the activity and not your model. That is okay!
Materials
Spaces with easy access to preferred items and activities.
Toy Rooms
Gross Motor Rooms
Sensory Rooms
Playgrounds/Outdoors
Arts & Craft Areas
Research/Resources
Diversifying Reinforcers and Why it Matters
Runs During Preferred Activity When Asked - Note when the learner is highly motivated/engaged with something that involves their running as a preferred activity OR running to something that is preferred.
- Ask them to run. “Run, run, run!”
- Learner should perform the running action.
- Issue preferred social praise and continue to allow them to engage with the item (or others should their motivation change).
Additional Notes
- Examples of running activities: Playing chase, running on the playground, running across the play room, etc.
- Note: The LR programs for this skill sequence should be selected as programs if and ONLY IF the learner has a history of finding these activities reinforcing.
- This is the first stage of teaching LRs. If the learner engages in the desired behavior, it is likely due to the reinforcing nature of the activity and not your model. That is okay!
Materials
Spaces with easy access to preferred items and activities.
Toy Rooms
Gross Motor Rooms
Sensory Rooms
Playgrounds/Outdoors
Arts & Craft Areas
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.
Single Actions with Common ToysImitates Actions with Preferred Items
Imitates Actions During Familiar RoutinesComposite 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 Action During Familiar Routines (LR)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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