Receptively IDs Common Items in 2D Array 5.0 (3 Examples)
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.
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 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.
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 Tree (Ao15)
How to Run
Present an array of 15 pictures with one of them being a picture of a tree.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the tree.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a tree until the learner starts to respond correctly and select the tree from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of a tree in the array (there should be only one picture of a tree 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 tree.
Present an array of 15 pictures with one of them being a picture of bread.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the breadbread.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of bread until the learner starts to respond correctly and select the bread from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of bread in the array (there should be only one picture of a tree 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 bread.
Present an array of 15 pictures with one of them being a picture of an airplane.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the airplane.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of an airplane until the learner starts to respond correctly and select the airplane from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of an airplane in the array (there should be only one picture of an airplane 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 airplane.
Present an array of 15 pictures with one of them being a picture of a fish.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the fish.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a fish until the learner starts to respond correctly and select the fish from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of a fish in the array (there should be only one picture of a fish 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 fish.
Present an array of 15 pictures with one of them being a picture of pants.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the pants.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of pants until the learner starts to respond correctly and select the pants from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of pants in the array (there should be only one picture of pants 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 pants.
Present an array of 15 pictures with one of them being a picture of a sink.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the sink.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a sink until the learner starts to respond correctly and select the sink from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of a sink in the array (there should be only one picture of a sink 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 sink.
Present an array of 15 pictures with one of them being a picture of a couch.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the couch.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a couch until the learner starts to respond correctly and select the couch from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of a couch in the array (there should be only one picture of a couch 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 couch.
Present an array of 15 pictures with one of them being a picture of a bowl.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the bowl.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a bowl until the learner starts to respond correctly and select the bowl from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of a bowl in the array (there should be only one picture of a bowl 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 bowl.
Present an array of 15 pictures with one of them being a picture of a shoe.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the shoe.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a shoe until the learner starts to respond correctly and select the shoe from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of a shoe in the array (there should be only one picture of a shoe 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 shoe.
Present an array of 15 pictures with one of them being a picture of a fork.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the fork.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a fork until the learner starts to respond correctly and select the fork from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of a fork in the array (there should be only one picture of a fork 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 fork.
Present an array of 15 pictures with one of them being a picture of a train.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the train.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a train until the learner starts to respond correctly and select the train from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of a train in the array (there should be only one picture of a train 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 train.
Present an array of 15 pictures with one of them being a picture of a bathroom.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the bathroom.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a bathroom until the learner starts to respond correctly and select the bathroom from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of a bathroom in the array (there should be only one picture of a bathroom 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 bathroom.
Present an array of 15 pictures with one of them being a picture of a kitchen.
Gain the attention and motivation of the learner.
Ask them to find the/point to the/give you the kitchen.
Learner should select the corresponding picture.
Reinforce accordingly.
Additional Notes
In the beginning stages of introducing the program, use the same picture of a kitchen until the learner starts to respond correctly and select the kitchen from the array. Once the learner begins to respond correctly, gradually introduce having the other two pictures of a kitchen in the array (there should be only one picture of a kitchen 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 kitchen.
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
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 5.0