Receptively IDs Common Items in 2D Array 3.0 (3 Examples)
Below is a general skill sequence for helping learners receptively identify common items in a large array across multiple examples.
This skill area is focused on receptively identifying multiple examples of items from our third set of common items. It's vital to confirm that the learner has proficiency in basic scanning, basic matching, and basic gestures, and is capable of receptively identifying at least one of the items from this set within an array. Mastering this skill area builds the groundwork for labeling multiple examples of each item in this set (if relevant to your learner) and sets the stage for receptively identifying the upcoming set of items.
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 35 common items across three different examples when they are presented in a 2D array of 15.
Learner will receptively identify 40 common items across three different examples when they are presented in a 2D array of 15.
Learner will receptively identify 45 common items 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 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.
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#1 Selects Toothbrush (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of a toothbrush.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the toothbrush.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a toothbrush until the learner starts respond correctly and select the toothbrush from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the toothbrush in the array (there should be only one picture of a toothbrush 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 toothbrush.
Present an array of 15 pictures with one of them being a picture of hair.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the hair.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a hair until the learner starts respond correctly and select the hair from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of hair in the array (there should be only one picture of hair 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 hair.
Present an array of 15 pictures with one of them being a picture of a stop sign.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the stop sign.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a stop sign until the learner starts respond correctly and select the stop sign from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of stop signs in the array (there should be only one picture of a stop sign 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 stop sign.
Present an array of 15 pictures with one of them being a picture of a comb.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the comb.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a comb until the learner starts respond correctly and select the comb from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of combs in the array (there should be only one picture of a comb 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 comb.
Present an array of 15 pictures with one of them being a picture of an apple.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the apple.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of an apple until the learner starts respond correctly and select the apple from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of apples in the array (there should be only one picture of an apple 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 apple.
Present an array of 15 pictures with one of them being a picture of a balloon.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the balloon.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a balloon until the learner starts respond correctly and select the balloon from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of balloons in the array (there should be only one picture of a balloon 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 balloon.
Present an array of 15 pictures with one of them being a picture of a chair.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the chair.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a chair until the learner starts respond correctly and select the chair from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of chairs in the array (there should be only one picture of a chair 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 chair.
Present an array of 15 pictures with one of them being a picture of an ear.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the ear.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of an ear until the learner starts respond correctly and select the ear from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of ears in the array (there should be only one picture of an ear 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 ear.
Present an array of 15 pictures with one of them being a picture of an ear.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the ear.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of an ear until the learner starts respond correctly and select the ear from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of ears in the array (there should be only one picture of an ear 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 ear.
Present an array of 15 pictures with one of them being a picture of a hat.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the hat.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a hat until the learner starts respond correctly and select the hat from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of hats in the array (there should be only one picture of a hat 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 hat.
Present an array of 15 pictures with one of them being a picture of a toe.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the toe.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a toe until the learner starts respond correctly and select the toe from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of toes in the array (there should be only one picture of a toe 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 toe.
Present an array of 15 pictures with one of them being a picture of a flower.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the flower.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a flower until the learner starts respond correctly and select the flower from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of flowers in the array (there should be only one picture of a flower 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 flower.
Present an array of 15 pictures with one of them being a picture of an action figure.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the action figure.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of an action figure until the learner starts respond correctly and select the action figure from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of action figures in the array (there should be only one picture of an action figure 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 action figure.
Present an array of 15 pictures with one of them being a picture of a hand.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the hand.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a hand until the learner starts respond correctly and select the hand from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of hands in the array (there should be only one picture of a hand 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 hand.
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.
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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 2.0 (3 Examples)
Receptively IDs Common Items in 2D Array 3.0
Receptively IDs Common Items in 2D Array 4.0