Below is a general skill sequence for helping learners receptively identify busy and safe streets.
As the learner advances in mastering matching skills, it's crucial to leverage this foundational ability to introduce essential safety concepts. This particular skill area focuses on helping the learner understand the notions of "busy" and "safe" as they relate to streets and traffic. Starting with matching exercises, the learner is presented with visual stimuli like pictures of crowded streets versus empty roads, and busy intersections versus safe crosswalks. Ensuring that the learner is proficient in matching and receptively identifying items in a large array serves as a key initial step in this educational sequence. Mastery in these areas creates a pathway for more advanced learning opportunities such as labeling and, eventually, engaging in meaningful conversations about safety. The ultimate aim is not only to equip the learner with critical life skills for navigating the world safely but also to prepare them for future, more nuanced discussions about personal safety and situational awareness.
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 5-M, Selects the correct item from an array of 4, for 20 different objects or pictures (e.g., Show me cat. Touch shoe).
Listener Responding, LR 7-M, Generalizes listener discriminations (LDs) in a messy array of 8, for three different examples of 50 items (e.g., The child can find three examples of a train.
AFLS (Assessment of Functional Living Skills)
Basic Mobility, MB11, Looks both ways to cross street and scans for traffic while crossing.
Basic Mobility, MB12, Identify vehicles entering and exiting parking spaces
Community Knowledge, CK30, Labels community locations.
Workplace Safety, WS17, Avoids dangers related to vehicles or moving equipment
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
2 Years, Language/Communication, Points to things in a book when you ask, like “Where is the bear?”
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 receptively identify a busy and safe street in 2D across 3 examples of each.
Learner will receptively identify a busy and safe street in 2D across 5 examples of each.
Learner will receptively identify a busy and safe street in 2D across 8 examples of each.
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.
Below is a possible skill sequence for working on increasing your learner’s ability to receptively ID busy and safe streets in an array of fifteen. 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 Rec IDs “No Cars A” (Ao15)
How to Run
Present an array of 15 pictures of streets with cars that are far away from the pedestrian, streets with oncoming cars that are close to the pedestrian, and various other stimuli with one of them being the picture labeled “No Cars A”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the empty/safe street.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “No Cars A”.
Research/Resources
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#2 Rec IDs “Busy-Close A” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Close A”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car that is close.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Close A”.
Research/Resources
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#3 Rec IDs “Busy-Far A” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Far A”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Far A”.
Research/Resources
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#4 Rec IDs “No Cars B” (Ao15)
How to Run
Present an array of 15 pictures of streets with cars that are far away from the pedestrian, streets with oncoming cars that are close to the pedestrian, and various other stimuli with one of them being the picture labeled “No Cars B”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the empty/safe street.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “No Cars B”.
Research/Resources
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#5 Rec IDs “Busy-Close B” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Close B”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car that is close.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Close B”.
Research/Resources
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#6 Rec IDs “Busy-Far B” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Far B”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Far B”.
Research/Resources
‣
#7 Rec IDs “No Cars C” (Ao15)
How to Run
Present an array of 15 pictures of streets with cars that are far away from the pedestrian, streets with oncoming cars that are close to the pedestrian, and various other stimuli with one of them being the picture labeled “No Cars C”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the empty/safe street.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “No Cars C”.
Research/Resources
‣
#8 Rec IDs “Busy-Far C” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Far C”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Far C”.
Research/Resources
‣
#9 Rec IDs “Busy-Close C” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Close C”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car that is close.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Close C”.
Research/Resources
‣
#10 Rec IDs “No Cars D” (Ao15)
How to Run
Present an array of 15 pictures of streets with cars that are far away from the pedestrian, streets with oncoming cars that are close to the pedestrian, and various other stimuli with one of them being the picture labeled “No Cars D”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the empty/safe street.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “No Cars D”.
Research/Resources
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#11 Rec IDs “Busy-Close D” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Close D”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car that is close.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Close D”.
Research/Resources
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#12 Rec IDs “Busy-Far D” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Far D”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Far D”.
Research/Resources
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#13 Rec IDs “No Cars E” (Ao15)
How to Run
Present an array of 15 pictures of streets with cars that are far away from the pedestrian, streets with oncoming cars that are close to the pedestrian, and various other stimuli with one of them being the picture labeled “No Cars E”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the empty/safe street.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “No Cars E”.
Research/Resources
‣
#14 Rec IDs “Busy-Close E” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Close E”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car that is close.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Close E”.
Research/Resources
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#15 Rec IDs “Busy-Far E” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Far E”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Far E”.
Research/Resources
‣
#16 Rec IDs “No Cars F” (Ao15)
How to Run
Present an array of 15 pictures of streets with cars that are far away from the pedestrian, streets with oncoming cars that are close to the pedestrian, and various other stimuli with one of them being the picture labeled “No Cars F”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the empty/safe street.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “No Cars F”.
Research/Resources
‣
#17 Rec IDs “Busy-Close F” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Close G”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car that is close.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Close F”.
Research/Resources
‣
#18 Rec IDs “Busy-Far F” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Far F”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Far F”.
Research/Resources
‣
#19 Rec IDs “No Cars G” (Ao15)
How to Run
Present an array of 15 pictures of streets with cars that are far away from the pedestrian, streets with oncoming cars that are close to the pedestrian, and various other stimuli with one of them being the picture labeled “No Cars G”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the empty/safe street.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “No Cars G”.
Research/Resources
‣
#20 Rec IDs “Busy-Close G” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Close C”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car that is close.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Close G”.
Research/Resources
‣
#21 Rec IDs “Busy-Far G” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Far G”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Far G”.
Research/Resources
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#22 Rec IDs “No Cars H” (Ao15)
How to Run
Present an array of 15 pictures of streets with cars that are far away from the pedestrian, streets with oncoming cars that are close to the pedestrian, and various other stimuli with one of them being the picture labeled “No Cars H”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the empty/safe street.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “No Cars H”.
Research/Resources
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#23 Rec IDs “Busy-Close H” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Close H”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car that is close.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Close H”.
Research/Resources
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#24 Rec IDs “Busy-Far H” (Ao15)
How to Run
Present an array of 15 pictures of empty streets and various other stimuli with one of them being the picture labeled “Busy-Far H”.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the picture of the busy street/car.
Learner should select the corresponding picture from the array.
Reinforce accordingly.
Additional Notes
Ensure that therapist is not engaging in prompting that they might not be aware of.
Work on multiple targets (maybe even all at once) in this category to sure that the learner isn’t rote responding two one stimulus.
Use multiple instructions to ensure the learner is absolutely fluent. Examples might include:
“Find the street with the car coming/no cars/cars far away”
“Find the street that is busy/empty”
“Find the street that we can/can’t cross”
“Find the street that is safe right now.”
“Find the street that is dangerous right now.”
Additionally, make sure to highlight other areas that might aid in the general conception of this area. Remind them that we need to look both ways before we cross a street. Remind them that there needs to be cars far away or no cars. Remind them that we need to go across the street quickly.
Materials
15 pictures of busy and safe streets with one being the picture labeled “Busy-Far H”.
Research/Resources
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.
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.
Labels Busy & Safe Streets in 2D (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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Research and Resources
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Disclaimer
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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Intro to Scanning 
Intro to Matching (Visual Perception) 
Following Gestures
Matches Common Items in 2D Array 1.0 (Identical)
Matches Busy & Safe Streets in 2D Array (Identical)
Receptively IDs Common Items in 2D Array
Receptively IDs Common Actions in 2D Array 1.0 
Receptively IDs Familiar Locations in 2D Array