Receptively IDs Common Items in 2D Array 4.0 (3 Examples)
Below is a general skill sequence for helping learners receptively identify common items across multiple examples in a large, 2D array..
This skill area hones in on receptively identifying a fourth set of common items across various examples within a large array. It's crucial to make sure the learner is ace in basic scanning, basic matching, and following basic gestures. Additionally, they should be adept at matching identical pairs and receptively identifying these items in a large array. Mastering this area lays the groundwork for receptively identifying a fresh set of common items in an array and opens the door for possibly labeling items from the current set (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 50 common items across three different examples when they are presented in a 2D array of 15.
Learner will receptively identify 55 common items across three different examples when they are presented in a 2D array of 15.
Learner will receptively identify 60 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 Multiple Examples of “Don’t Walk” Sign (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of a “Don’t Walk” sign.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the “Don’t Walk” 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 “Don’t Walk” sign until the learner starts respond correctly and select the “Don’t Walk” sign from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the “Don’t Walk” sign in the array (there should be only one picture of a “Don’t Walk” 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 “Don’t Walk” sign.
Present an array of 15 pictures with one of them being a picture of a sidewalk.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the sidewalk.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a sidewalk until the learner starts respond correctly and select the sidewalk from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the sidewalk in the array (there should be only one picture of a sidewalk 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 sidewalk.
Present an array of 15 pictures with one of them being a picture of a street.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the street.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a street until the learner starts respond correctly and select the street from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the street in the array (there should be only one picture of a street 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 street.
Present an array of 15 pictures with one of them being a picture of a cloud.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the cloud.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a cloud until the learner starts respond correctly and select the cloud from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the cloud in the array (there should be only one picture of a cloud 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 cloud.
Present an array of 15 pictures with one of them being a picture of a pencil.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the pencil.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a pencil until the learner starts respond correctly and select the pencil from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the pencil in the array (there should be only one picture of a pencil 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 pencil.
Present an array of 15 pictures with one of them being a picture of a house.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the house.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a house until the learner starts respond correctly and select the house from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the housein the array (there should be only one picture of a house 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 house.
Present an array of 15 pictures with one of them being a picture of a guitar.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the guitar.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a guitar until the learner starts respond correctly and select the guitar from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the guitar in the array (there should be only one picture of a guitar 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 guitar.
Present an array of 15 pictures with one of them being a picture of a bike.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the bike.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a bike sign until the learner starts respond correctly and select the bike sign from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the bike in the array (there should be only one picture of a bike 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 bike.
Present an array of 15 pictures with one of them being a picture of a fire truck.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the fire truck.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a fire truck until the learner starts respond correctly and select the fire truck from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the fire truck in the array (there should be only one picture of a fire truck 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 fire truck.
Present an array of 15 pictures with one of them being a picture of a stove.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the stove.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a stove until the learner starts respond correctly and select the stove from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the stove in the array (there should be only one picture of a stove 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 stove.
Present an array of 15 pictures with one of them being a picture of a shirt.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the shirt.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a shirt until the learner starts respond correctly and select the shirt from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the shirt in the array (there should be only one picture of a shirt 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 shirt.
Present an array of 15 pictures with one of them being a picture of stairs.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the stairs.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of stairs until the learner starts respond correctly and select the stairs from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the stairs in the array (there should be only one picture of stairs 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 stairs.
Present an array of 15 pictures with one of them being a picture of a window.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the window.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a window until the learner starts respond correctly and select the window from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of the window in the array (there should be only one picture of a window 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 window.
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 3.0 (3 Examples)
Receptively IDs Common Items in 2D Array 4.0
Receptively IDs Common Items in 2D Array 5.0