Below is a general skill sequence for helping learners receptively identify common items across multiple examples in a large array.
This competency zone emphasizes the learner’s capacity to receptively identifying a few examples of common items present in the fifth set. It’s essential for the learner to possess adeptness in elementary scanning and matching, as well as the ability to effectively respond to basic gesture prompts. In addition, they should have the skills to receptively recognize a basic representation of each targeted item. Attaining fluency in this competency is pivotal, as it lays the groundwork for potential labeling of these items if relevant.
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 65 common items across three different examples when they are presented in a 2D array of 15.
- Learner will receptively identify 70 common items across three different examples when they are presented in a 2D array of 15.
- Learner will receptively identify 75 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.
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 4.0 (3 Examples)
Receptively IDs Common Items in 2D Array 5.0Skill Possibilities
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.
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.
Receptively IDs Common Items in 2D Array 4.0 (3 Examples)Receptively IDs Common Items in 2D Array 5.0Composite 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.
Follow the link below to better understand component-composite analysis.
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