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.).

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 Matching (Visual Perception)

Performs Preferred Action with Preferred Item (LR)

Performs Action During Familiar Routines (LR)

Performs Actions with Uni-Functional Toys (LR)

Performs Gross Motor Action (LR)

Matches Common Items in 2D Array 1.0 (Identical)

Receptively IDs Common Items in 2D Array

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)

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#2 Selects multiple examples of ball (Ao15)

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#3 Selects multiple examples of book (Ao15)

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#4 Selects multiple examples of cup (Ao15)

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#5 Selects multiple examples of car (Ao15)

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#6 Selects multiple examples of drink (Ao15)

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#7 Selects multiple examples of nose (Ao15)

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#8 Selects multiple examples of banana (Ao15)

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#9 Selects multiple examples of keys (Ao15)

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#10 Selects multiple examples of cookies (Ao15)

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#11 Selects multiple examples of toilet (Ao15)

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#12 Selects multiple examples of toy (Ao15)

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#13 Selects multiple examples of phone (Ao15)

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

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.