Receptively IDs Common Actions in 2D Array (3 Examples) 1.0
Below is a general skill sequence for helping learners receptively identify common actions across multiple examples in a large, 2D array.
This skill area tunes in on receptively identifying common actions across examples 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—namely with at least one typical 2D example of actions. A quality repertoire in this skill area may lay the foundation for labeling actions and activities (if applicable).
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 Communication, BC9, Labels common objects.
Community Knowledge, CK17, Identifies items in the community.
Household Mechanics, HM23, Answers questions about which room items are located.
Fixed Activity Skills, FA1, Sorts Items
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 5 common across three different examples when they are presented in a 2D array of 15.
Learner will receptively identify 10 common actions across three different examples when they are presented in a 2D array of 15.
Learner will receptively identify 15 common actions across three different examples when they are presented in a 2D 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.
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 Multiple Pics of Eating (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of eating.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “eating”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of eating until the learner starts to respond correctly and select “eating” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of eating in the array (there should be only one picture of someone eating in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone eating.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of walking.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “walking”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of walking until the learner starts to respond correctly and select “walking” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of eating in the array (there should be only one picture of someone walking in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone walking.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of drinking.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “drinking”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of drinking until the learner starts to respond correctly and select “drinking” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of drinking in the array (there should be only one picture of someone drinking in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone drinking.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of hugging.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “hugging”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of hugging until the learner starts to respond correctly and select “hugging” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of hugging in the array (there should be only one picture of someone hugging in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone hugging.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of crying.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “crying”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of crying until the learner starts to respond correctly and select “crying” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of crying in the array (there should be only one picture of someone crying in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone crying.
#6 Rec IDs Multiple Pics of Washing/Cleaning (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of washing/cleaning.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “washing/cleaning”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of washing/cleaning until the learner starts to respond correctly and select “washing/cleaning” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of washing/cleaning in the array (there should be only one picture of someone washing/cleaning in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone washing/cleaning.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of giving/handing.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “giving/handing”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of giving/handing until the learner starts to respond correctly and select “giving/handing” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of giving/handing in the array (there should be only one picture of someone giving/handing in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone giving/handing.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of tickling.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “tickling”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of tickling until the learner starts to respond correctly and select “tickling” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of tickling in the array (there should be only one picture of someone tickling in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone tickling.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of opening.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “opening”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of opening until the learner starts to respond correctly and select “opening” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of opening in the array (there should be only one picture of someone opening in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone opening.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of breaking.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “breaking”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of breaking until the learner starts to respond correctly and select “breaking” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of breaking in the array (there should be only one picture of someone breaking in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of something breaking.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of throwing.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “throwing”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of throwing until the learner starts to respond correctly and select “throwing” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of throwing in the array (there should be only one picture of someone throwing in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone throwing.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of playing.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “playing”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of playing until the learner starts to respond correctly and select “playing” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of playing in the array (there should be only one picture of someone playing in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone playing.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of looking.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “looking”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of looking until the learner starts to respond correctly and select “looking” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of looking in the array (there should be only one picture of someone looking in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone looking.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of splashing.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “splashing”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of splashing until the learner starts to respond correctly and select “splashing” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of splashing in the array (there should be only one picture of someone splashing in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone splashing.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of riding.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “riding”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of riding until the learner starts to respond correctly and select “riding” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of riding in the array (there should be only one picture of someone riding in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone riding.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of sliding.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “sliding”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of sliding until the learner starts to respond correctly and select “sliding” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of sliding in the array (there should be only one picture of someone sliding in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone sliding.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of shutting.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “shutting”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of shutting until the learner starts to respond correctly and select “shutting” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of shutting in the array (there should be only one picture of someone shutting in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone shutting.
Present an array of 15 pictures with one of them being a picture of a picture of someone in the act of holding.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you “holding”.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of someone clearly in the act of looking until the learner starts to respond correctly and select “holding” from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of holding in the array (there should be only one picture of someone holding in the array—it should simply be a different picture with each trial).
Ensure that therapist is not engaging in prompting that they might not be aware of.
Materials
17 pictures total pictures. This should include three different pictures of someone holding.
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.
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.
Problem? Question? Suggestion? We want to hear from you!
Intro to Scanning 
Intro to Matching (Visual Perception) 
Following Gestures
Matches Common Items in 2D Array 1.0 (Identical)
Matches Common Items in 2D Array 1.0 (Non-identical)
Receptively IDs Common Items in 2D Array
Labels Common Items 1.0