Below is a general skill sequence for helping learners receptively identify familiar locations.
The conceptualization of locations, places, rooms, etc., is vital in teaching learners how to mand for "Where" or for the context (locationally) that they would prefer a certain reinforcer. For the learner to do this, they'll need a matching repertoire with locations and a general receptive identification repertoire. Should the learner possess the vocal capabilities, the teacher/clinician can move on to introducing labeling locations.
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 3-M, Looks at, touches, or points to the correct family member, pet, or other reinforcer when presented in an array of 2 for 5 different reinforcers (e.g., Where’s Elmo? Where’s Mommy?)
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.
Listener Responding By Function, Feature, and Class (LRFFC), LRFFC 7-M, Selects the correct item from an array of 8, for 25 different LRFFC fill-in statements of any type (e.g., You sit on a …)
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC12, Labels locations (locations in home, school, or community).
Community Knowledge, CK18, Identifies locations of objects found in community.
Community Knowledge, CK30, Labels community locations.
Shopping, SH32, Identifies stores where needed items are sold.
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 5 familiar locations when they are presented in 2D in an array of 15 pictures.
Learner will receptively identify 10 familiar locations when they are presented in 2D in an array of 15 pictures.
Learner will receptively identify 15 familiar locations when they are presented in 2D in an array of 15 pictures.
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 familiar locations. 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 Rec IDs own home (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner’s own home.
Ask the learner to find their house/home.
Learner should select the picture of their home.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the garage!” or “Good job, that is your house!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learners home.
Research/Resources
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#2 Rec IDs own garage (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner’s own garage.
Ask the learner to find their garage.
Learner should select the picture of their garage.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the kitchen!” or “Good job, that is your garage!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learner's own garage.
Research/Resources
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#3 Rec IDs own kitchen (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner’s own kitchen.
Ask the learner to find their kitchen.
Learner should select the picture of their kitchen.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the bathroom!” or “Good job, that is your kitchen!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learner's own kitchen.
Research/Resources
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#4 Rec IDs own bathroom (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner’s own bathroom.
Ask the learner to find their bathroom.
Learner should select the picture of their bathroom.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the kitchen!” or “Good job, that is your bathroom!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learner's own bathroom.
Research/Resources
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#5 Rec IDs own bedroom (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner’s own bedroom.
Ask the learner to find their bedroom.
Learner should select the picture of their bedroom.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the rec/play room!” or “Good job, that is your bedroom!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learner's own bedroom.
Research/Resources
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#6 Rec IDs rec/play room (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner’s own rec/play room.
Ask the learner to find the rec/play room.
Learner should select the picture of the rec/play room.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the kitchen!” or “Good job, that is your rec/play room!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learner's own rec/play room.
Research/Resources
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#7 Rec IDs patio (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner’s own patio.
Ask the learner to find their patio.
Learner should select the picture of their patio.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the front yard!” or “Good job, that is your patio!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learner's own patio.
Research/Resources
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#8 Rec IDs caregiver's bedroom (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the caregiver's bedroom.
Ask the learner to find the caregiver's bedroom.
Learner should select the picture of the caregiver's bedroom.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the kitchen!” or “Good job, that is Mom and Dad’s bedroom!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the caregiver's bedroom.
Research/Resources
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#9 Rec IDs basement (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner's basement.
Ask the learner to find the basement.
Learner should select the picture of the basement.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the garage!” or “Good job, that is the basement!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learner's basement.
Research/Resources
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#10 Rec IDs sibling's room (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner's sibling's room.
Ask the learner to find their sibling's room.
Learner should select the picture of their sibling's room.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the kitchen!” or “Good job, that is your sibling's room!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learner's sibling's room.
Research/Resources
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#11 Rec IDs back yard (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner's back yard.
Ask the learner to find their back yard.
Learner should select the picture of their back yard.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the front yard!” or “Good job, that is your back yard!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learner's back yard.
Research/Resources
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#12 Rec IDs front yard (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner's front yard.
Ask the learner to find their front yard.
Learner should select the picture of their front yard.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the back yard!” or “Good job, that is your front yard!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learner's front yard.
Research/Resources
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#13 Rec IDs school/clinic (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the learner's school/clinic.
Ask the learner to find their school/clinic.
Learner should select the picture of their school/clinic.
Additional Notes
Make sure to vocalize what it is the learner selected—even if its the wrong response. “Oops that’s the kitchen!” or “Good job, that is your school/clinic!”
Materials
15 pictures of recognizable/familiar locations with one being a picture of the learner's school/clinic.
Research/Resources
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#14 Rec IDs upstairs (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the upstairs (a stairway).
Ask the learner to find the upstairs area.
Learner should select the picture of the upstairs area.
Additional Notes
Make sure to vocalize what it is the learner selected—even if it's the wrong response. "Oops, that's the downstairs!" or "Good job, that is the upstairs!"
Materials
15 pictures of recognizable/familiar locations with one being a picture of the top of the stairs.
Research/Resources
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#15 Rec IDs outside (Ao15)
How to Run
Gain the attention and motivation of the learner.
Present an array of 15 cards with one being a picture of the outside area.
Ask the learner to find the outside area.
Learner should select the picture of the outside area.
Additional Notes
Make sure to vocalize what it is the learner selected—even if it's the wrong response. "Oops, that's the inside!" or "Good job, that is the outside!"
Materials
15 pictures of recognizable/familiar locations with one being a picture of the outside.
Research/Resources
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.
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
Receptively IDs Common Items in 2D Array
Receptively IDs Familiar People in 2D Array 
Matches Familiar Locations in 2D Array (Identical)
Manding for Locations
Receptively IDs Busy & Safe Streets in 2D Array 
Labels Familiar Locations