Receptively IDs Common Items in 2D Array 2.0 (3 Examples)
Below is a general skill sequence for helping learners NAME SKILL AREA.
This skill area focuses on a second set of items, specifically in the realm of receptively identifying common objects within an array. It's recommended that before tackling this skill, basic foundational skills should be established – including basic matching, scanning, gestures, and receptive identification of at least one item in the set. Additionally, it's likely that being adept in matching multiple examples of items in this set is a necessary prerequisite. Mastering this skill area enables the learner to receptively identify these items across additional sets, and also sets the stage for working on labeling these items across multiple examples (if applicable to your learner).
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 identify a two dimensional representation of 20 different common items across three examples of each item when the representation is presented in two dimensional array of 15 pictures.
Learner will receptively identify identify a two dimensional representation of 25 different common items across three examples of each item when the representation is presented in two dimensional array of 15 pictures.
Learner will receptively identify identify a two dimensional representation of 30 different common items across three examples of each item when the representation is presented in two dimensional array of 15 pictures.
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 items. 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.
‣
#1 Selects Bed across 3 examples (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of a bed.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the bed.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a bed until the learner starts respond correctly and select the bed from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the bed in the array (there should be only one picture of a bed 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 a bed.
Present an array of 15 pictures with one of them being a picture of milk.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the milk.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a milk until the learner starts respond correctly and select the milk from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the milk in the array (there should be only one picture of milk 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 milk.
Present an array of 15 pictures with one of them being a picture of a book.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the book.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a book until the learner starts respond correctly and select the book from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the book in the array (there should be only one picture of a book 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 a book.
Present an array of 15 pictures with one of them being a picture of a cat.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the cat.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a cat until the learner starts respond correctly and select the cat from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the cat in the array (there should be only one picture of a cat 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 a cat.
Present an array of 15 pictures with one of them being a picture of a mouth.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the mouth.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a mouth until the learner starts respond correctly and select the mouth from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the mouth in the array (there should be only one picture of a mouth 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 a mouth.
Present an array of 15 pictures with one of them being a picture of a bathtub.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the bathtub.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a bathtub until the learner starts respond correctly and select the bathtub from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the bathtub in the array (there should be only one picture of a bathtub 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 a bathtub.
Present an array of 15 pictures with one of them being a picture of a TV.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the TV.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a TV until the learner starts respond correctly and select the TV from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the TV in the array (there should be only one picture of a TV 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 a TV.
Present an array of 15 pictures with one of them being a picture of a bird.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the bird.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a bird until the learner starts respond correctly and select the bird from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the bird in the array (there should be only one picture of a bird 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 a bird.
Present an array of 15 pictures with one of them being a picture of an eye.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the eye.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of an eye until the learner starts respond correctly and select the eye from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the eye in the array (there should be only one picture of an eye 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 an eye.
Present an array of 15 pictures with one of them being a picture of a spoon.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the spoon.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a spoon until the learner starts respond correctly and select the spoon from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the spoon in the array (there should be only one picture of a spoon 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 a spoon.
Present an array of 15 pictures with one of them being a picture of a bear.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the bear.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a bear until the learner starts respond correctly and select the bear from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the bear in the array (there should be only one picture of a bear 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 a bear.
Present an array of 15 pictures with one of them being a picture of a foot.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the foot.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a foot until the learner starts respond correctly and select the foot from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the foot in the array (there should be only one picture of a foot 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 a foot.
Present an array of 15 pictures with one of them being a picture of socks.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the socks.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of socks until the learner starts respond correctly and select the socks from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the socks in the array (there should be only one picture of socks 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 socks.
Present an array of 15 pictures with one of them being a picture of a door.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the door.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a door until the learner starts respond correctly and select the door from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the door in the array (there should be only one picture of a door 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 a door.
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.
‣
Research and Resources
‣
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!
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?”
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
Receptively IDs Common Items in 2D Array (Multiple Examples)
Receptively IDs Common Items in 2D Array 2.0
Receptively IDs Common Items in 2D Array 3.0