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Receptively IDs Familiar People in 2D Array
Receptively IDs Familiar People in 2D Array
Receptively IDs Familiar People in 2D Array

Receptively IDs Familiar People in 2D Array

Below is a general skill sequence for helping learners receptively identify familiar people in a large array.

This skill domain centers on the learner's capacity to receptively recognize family members and loved ones within an extensive array. It's essential for the learner to be adept in fundamental scanning and matching, as well as effectively respond to basic gesture cues. Gaining fluency in this skill is foundational, paving the way for the labeling of loved ones if pertinent to the learner's objectives.

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.

AFLS (Assessment of Functional Living Skills)

  • Basic Communication, BC10, Labels common people (actual individuals, not professionals)
  • Basic Communication, BC18, Names people and activities previously observed
  • Health, Safety & First Aid, HS9, States difference between a "friend," "acquaintenance", and a "stranger”
  • Community Knowledge, CK3, Receptively identifies community helpers.

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 people when presented in an array of 15.
  • Learner will receptively identify 10 familiar people when presented in an array of 15.
  • Learner will receptively identify 15 familiar people when presented in an 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 Scanning Intro to Matching (Visual Perception) Intro to Matching (Visual Perception) Following GesturesFollowing GesturesMatches 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 Familiar People in 2D Array (Identical)Matches Familiar People in 2D Array (Identical)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to receptively ID familiar people. 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 Primary Caregiver/Caregiver #1 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s most primary caregiver.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you mom/dad/caregiver’s name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the most primary caregiver.
  • Therapist will need to obtain pictures of primary caregiver from family of learner and have a copy of each picture

Research/Resources

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#2 Selects Caregiver #2 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s second primary caregiver.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you mom/dad/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the second primary caregiver.
  • Therapist will need to obtain pictures of second primary caregiver from family of learner and have a copy of each picture

Research/Resources

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#3 Selects Primary Grandparent #1 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s primary grandparent.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you grandma/grandpa/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the most primary grandparent #1.
  • Therapist will need to obtain pictures of primary grandparent #1 from family of learner and have a copy of each picture

Research/Resources

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#4 Selects Primary Grandparent #2 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s second primary grandparent.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you grandma/grandpa/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the second primary grandparent #2.
  • Therapist will need to obtain pictures of second primary grandparent #2 from family of learner and have a copy of each picture

Research/Resources

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#5 Selects Sibling #1 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s sibling.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you sister/brother/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the sibling.
  • Therapist will need to obtain pictures of sibling #1 from family of learner and have a copy of each picture

Research/Resources

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#6 Selects Sibling #2 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s sibling.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you sister/brother/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the sibling.
  • Therapist will need to obtain pictures of sibling #2 from family of learner and have a copy of each picture

Research/Resources

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#7 Selects Sibling #3 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s sibling.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you sister/brother/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the sibling.
  • Therapist will need to obtain pictures of sibling #3 from family of learner and have a copy of each picture

Research/Resources

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#8 Selects Sibling #4 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s sibling.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you sister/brother/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the sibling.
  • Therapist will need to obtain pictures of sibling #4 from family of learner and have a copy of each picture

Research/Resources

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#9 Selects Aunt (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s aunt.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you aunt/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the aunt.
  • Therapist will need to obtain pictures of aunt from family of learner and have a copy of each picture

Research/Resources

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#10 Selects Uncle (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s uncle.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you uncle/ name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the uncle.
  • Therapist will need to obtain pictures of uncle from family of learner and have a copy of each picture

Research/Resources

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#11 Selects Pet #1 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s pet.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you dog/cat/pet/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the pet.
  • Therapist will need to obtain pictures of pet #1 from family of learner and have a copy of each picture

Research/Resources

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#12 Selects Pet #2 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s pet.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you dog/cat/pet/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the pet.
  • Therapist will need to obtain pictures of pet #2 from family of learner and have a copy of each picture

Research/Resources

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#13 Selects Pic of Home (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s home.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you home.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the home.
  • Therapist will need to obtain pictures of the home from family of learner and have a copy of each picture

Research/Resources

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#14 Selects Therapist #1 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s therapist.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you therapist/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the therapist.
  • Therapist will need to obtain pictures of therapist #1 and have a copy of each picture.

Research/Resources

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#15 Selects Therapist #2 (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s therapist.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you therapist/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the therapist.
  • Therapist will need to obtain pictures of therapist #1 and have a copy of each picture.

Research/Resources

‣
#16 Selects Teacher (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s teacher.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you teacher/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the teacher.
  • Therapist will need to obtain pictures of teacher from family of learner and have a copy of each picture

Research/Resources

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#17 Selects Physician (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s physician.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you physician/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the physician.
  • Therapist will need to obtain pictures of physician from family of learner and have a copy of each picture

Research/Resources

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#18 Selects Dentist (Ao15)

How to Run

  1. Present an array of 15 pictures with one of them being a picture of the learner’s dentist.
  2. Gain the attention and motivation of the learner.
  3. Ask them to find the/point to the/give you dentist/name.
  4. Learner should select the corresponding picture.
  5. Reinforce accordingly.

Additional Notes

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

Materials

  • 15 pictures with one being a picture of the dentist.
  • Therapist will need to obtain pictures of dentist from family of learner and have a copy of each picture

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.

Matches Familiar People in 2D Array (Identical)Matches Familiar People in 2D Array (Identical)Receptively IDs Common Items in 2D ArrayReceptively IDs Common Items in 2D ArrayMatches Familiar People in 2D Array (Non-Identical)Matches Familiar People in 2D Array (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.

Receptively IDs Familiar People in 2D Array (3 Examples)Receptively IDs Familiar People in 2D Array (3 Examples)Labels Familiar PeopleLabels Familiar PeopleReceptively IDs Emoticon Expressions in 2D ArrayReceptively IDs Emoticon Expressions in 2D Array

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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