Below is a general skill sequence for helping learners receptively identify common actions in a large, 2D array.

This skill area tunes in on receptively identifying common actions in a large array. It's vital to check that the learner is fluent in basic scanning, basic matching, following gestural prompts, and basic receptive identification. Fluency in this skill area lays the foundation for basic receptive identification of these actions across examples and may contribute to the general conceptualization of labeling actions and activities (if applicable).

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 5 common actions when presented in an array of 15.
Learner will receptively identify 10 common actions when presented in an array of 15.
Learner will receptively identify 15 common actions when presented in an array of 15.

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 Actions in 2D Array 1.0 (Identical)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to receptively ID common actions in a 2D array. 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 Pic of Eating (Ao15)

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#2 Rec IDs Pic of Walking (Ao15)

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#3 Rec IDs Pic of Drinking (Ao15)

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#4 Rec IDs Pic of Hugging (Ao15)

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#5 Rec IDs Pic of Crying (Ao15)

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#6 Rec IDs Pic of Washing/Cleaning (Ao15)

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#7 Rec IDs Pic of Giving/Handing (Ao15)

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#8 Rec IDs Pic of Tickling (Ao15)

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#9 Rec IDs Pic of Opening (Ao15)

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#10 Rec IDs Pic of Breaking (Ao15)

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#11 Rec IDs Pic of Throwing (Ao15)

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#12 Rec IDs Pic of Playing (Ao15)

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#13 Rec IDs Pic of Looking (Ao15)

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#14 Rec IDs Pic of Splashing (Ao15)

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#15 Rec IDs Pic of Riding (Ao15)

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#16 Rec IDs Pic of Sliding (Ao15)

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#17 Rec IDs Pic of Shutting (Ao15)

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#18 Rec IDs Pic of Holding (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.

Matches Common Actions in 2D Array 1.0 (Identical)

Matches Common Actions in 2D Array (Non-Identical) 1.0

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.