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/Receptively IDs Common Items in 2D Array (Multiple Examples)
Receptively IDs Common Items in 2D Array (Multiple Examples)
Receptively IDs Common Items in 2D Array (Multiple Examples)
Receptively IDs Common Items in 2D Array (Multiple Examples)

Receptively IDs Common Items in 2D Array (Multiple Examples)

Below is a general skill sequence for teaching learners how to receptively identify pictures of common items across 3-5 examples.

A learner's ability to receptively identify stimuli in an array is crucial as it demonstrates their capacity to discriminate and comprehend spoken language, and subsequently perform an action. This skill will be instrumental in enabling learners to acquire knowledge from being spoken to in the future, thus expediting the learning process for more complex areas. The ability to receptively identify stimuli in a large and complex array is also an indication that the learner has grasped the concept being taught more firmly. This skill is especially essential for non-verbal learners and is the first step in teaching and testing concepts related to common items. This skill sequence ensures that the learner understands the concept with more depth in that we prompt the learner to identify the concept across multiple examples (i.e. multiple dogs, balls, keys, etc.).

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

Treatment plan goal ideas for this particular skill area are as follows:

Learner will receptively identify a picture in an array of 15 pictures for of five common items across three to five examples.

Learner will receptively identify a picture in an array of 15 pictures for of ten common items across three to five examples.

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 Scanning Intro to Matching (Visual Perception) Intro to Matching (Visual Perception) Performs Preferred Action with Preferred Item (LR)Performs Preferred Action with Preferred Item (LR)Performs Action During Familiar Routines (LR)Performs Action During Familiar Routines (LR)Performs Actions with Uni-Functional Toys (LR)Performs Actions with Uni-Functional Toys (LR)Performs Gross Motor Action (LR)Performs Gross Motor Action (LR)Matches Common Items in 2D Array 1.0 (Identical)Matches Common Items in 2D Array 1.0 (Identical)Receptively IDs Common Items in 2D ArrayReceptively IDs Common Items in 2D ArrayMatches Common Items in 2D Array 1.0 (Non-identical)Matches Common Items in 2D Array 1.0 (Non-identical)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to ID common items in a 2D array across multiple examples. 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 dog (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a dog.
  2. Use a picture of a different dog for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the dog.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of a dog and 14 other common items.
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#2 Selects multiple examples of ball (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a ball.
  2. Use a picture of a different ball for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the ball.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of a ball and 14 pictures of other common items.

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#3 Selects multiple examples of book (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a book.
  2. Use a picture of a different book for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the book.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of a book and 14 pictures of other common items.

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#4 Selects multiple examples of cup (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a cup.
  2. Use a picture of a different cup for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the cup.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of a cup and 14 pictures of other common items.
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#5 Selects multiple examples of car (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a car.
  2. Use a picture of a different car for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the car.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of a car and 14 pictures of other common items.
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#6 Selects multiple examples of drink (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a juice.
  2. Use a picture of a different drink for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the drink.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of a drink and 14 pictures of other common items.
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#7 Selects multiple examples of nose (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a nose.
  2. Use a picture of a different nose for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the nose.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures and 14 pictures of other common items.
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#8 Selects multiple examples of banana (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a banana.
  2. Use a picture of a different banana for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the banana.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of a banana and 14 pictures of other common items.
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#9 Selects multiple examples of keys (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a key/keys.
  2. Use a picture of a different key/keys for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the key/keys.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of key/keys and 14 pictures of other common items.
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#10 Selects multiple examples of cookies (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a cookie.
  2. Use a picture of a different cookie for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the cookie.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of a cookie and 14 pictures of other common items.
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#11 Selects multiple examples of toilet (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a toilet.
  2. Use a picture of a different toilet for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the toilet.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of a toilet and 14 pictures of other common items.
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#12 Selects multiple examples of toy (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a toy.
  2. Use a picture of a different toy for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the toy.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of a toy or pictures of parts of a toy and 14 pictures of other common items.
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#13 Selects multiple examples of phone (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of a smartphone.
  2. Use a picture of a different phone for each trial. Use 3-5 pictures on rotation.
  3. Gain the attention and motivation of the learner.
  4. Ask them to point to the/give you the/find the phone.
  5. Learner should select the correct picture.
  6. Reinforce accordingly.

Additional Notes

  • Ensure that therapist is not engaging in prompting that they might not be aware of.

Materials

  • 3-5 pictures of a phone and 14 pictures of other common items.

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 ArrayReceptively IDs Common Items in 2D ArrayMatches Common Items in 2D Array 1.0 (Non-identical)Matches Common Items in 2D Array 1.0 (Non-identical)

Composite 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.

Labels Common Items 1.0Labels Common Items 1.0Receptively IDs Common Items in 2D Array 2.0Receptively IDs Common Items in 2D Array 2.0

Follow the link below to better understand component-composite analysis.

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Research and Resources
How a component analysis can reshape the way you introduce skills to your learners

The difficulties in coming up with the right programs for your learner can be endless. Very few BCBAs know about or understand the utility in using a little thing called component analysis and how it can help them out in their goal writing. A component what?

flatrockweekly.substack.com

How a component analysis can reshape the way you introduce skills to your learners
Full Circle: A Strategy to Keep Learner Programs Moving

Here is the important, second half of my first post on component analysis. A composite is a larger skill that is produced from two or more smaller component skills. Basically, a skill made up of other skills. It's a blending of all the mastered, component skills before it.

flatrockweekly.substack.com

Full Circle: A Strategy to Keep Learner Programs Moving
  • Elizabeth R. Lorah, Shawn P. Gilroy, Philip N. Hineline, Acquisition of peer manding and listener responding in young children with autism, Research in Autism Spectrum Disorders, Volume 8, Issue 2, 2014, Pages 61-67, ISSN 1750-9467, https://doi.org/10.1016/j.rasd.2013.10.009.
  • Kaitlin G. Causin, Kristin M. Albert, Vincent J. Carbone, Emily J. Sweeney-Kerwin, The role of joint control in teaching listener responding to children with autism and other developmental disabilities, Research in Autism Spectrum Disorders, Volume 7, Issue 9, 2013, Pages 997-1011, ISSN 1750-9467, https://doi.org/10.1016/j.rasd.2013.04.011.
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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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