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.

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.

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

Skill Possibilities

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)

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#2 Rec IDs “Busy-Close A” (Ao15)

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#3 Rec IDs “Busy-Far A” (Ao15)

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#4 Rec IDs “No Cars B” (Ao15)

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#5 Rec IDs “Busy-Close B” (Ao15)

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#6 Rec IDs “Busy-Far B” (Ao15)

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#7 Rec IDs “No Cars C” (Ao15)

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#8 Rec IDs “Busy-Far C” (Ao15)

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#9 Rec IDs “Busy-Close C” (Ao15)

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#10 Rec IDs “No Cars D” (Ao15)

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#11 Rec IDs “Busy-Close D” (Ao15)

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#12 Rec IDs “Busy-Far D” (Ao15)

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#13 Rec IDs “No Cars E” (Ao15)

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#14 Rec IDs “Busy-Close E” (Ao15)

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#15 Rec IDs “Busy-Far E” (Ao15)

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#16 Rec IDs “No Cars F” (Ao15)

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#17 Rec IDs “Busy-Close F” (Ao15)

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#18 Rec IDs “Busy-Far F” (Ao15)

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#19 Rec IDs “No Cars G” (Ao15)

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#20 Rec IDs “Busy-Close G” (Ao15)

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#21 Rec IDs “Busy-Far G” (Ao15)

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#22 Rec IDs “No Cars H” (Ao15)

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#23 Rec IDs “Busy-Close H” (Ao15)

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#24 Rec IDs “Busy-Far H” (Ao15)

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.

Receptively IDs Common Actions in 2D Array 1.0

Receptively IDs Familiar Locations in 2D Array

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.

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

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