Below is a general skill sequence for helping learners play Count Your Chickens.

Count Your Chickens is one of the easier board games for a learner to grasp. The most difficult skill for this skill area often has to do with counting. Should your learner be versed enough at taking turns and counting with 1:1 correspondence, Count Your Chickens may be a terrific option for opening the door to board games. However, should your learner be more fluent with colors, Candyland may be a better option. The target ideas below are designed to be worked on in isolation so that the learner possesses the basics for the game when you start to play it. Per the usual, as the learner shows signs of mastery, feel free to compound the skills together during programming or introduce the game altogether to get the ball rolling.

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 independently spin the spinner and identify the item that they need to move their game piece to when playing “Count Your Chickens!”
After spinning, Learner will independently move the game piece to the corresponding item on the board while counting each space accurately when playing “Count Your Chickens!”
Based on the number of spaces counted, Learner will accurately count out the corresponding number of chicks and move them to the coop when playing “Count Your Chickens!”

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.

Intro to Reinforcer/Preference Expansion

Performs Preferred Action with Preferred Item (LR)

Single Actions with Common Toys

Performs Action During Familiar Routines (LR)

Performs Actions with Uni-Functional Toys (LR)

Intro to Scanning

Intro to Matching (Visual Perception)

Following Gestures

Matches Common Items in 2D Array 1.0 (Identical)

Intro to Puzzles

Intro to Peers

Intro to Taking Turns

Intro to Board Games

Counting Items (1-10) (Coming Soon!)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to follow instructions for playing “Count Your Chickens!” board game. 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 Names/Receptively IDs Pictures on Spinner

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#2 Names/Receptively IDs Pictures on Board

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#3 Places Hen on Correct Space

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#4 Counts Out Loud As Hen Moves

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#5 Spins, Places Hen on Correct Space

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#6 Counts Out Chicks Given Number

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.

Intro to Counting (3D)

Intro to Board Games

Candyland (Coming Soon!)

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.

Sorry! (Coming Soon!)

Follow the link below to better understand component-composite analysis.

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Research and Resources

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Disclaimer

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