Receptively IDs Given Color & Name
Receptively IDs Given Color & Name

Receptively IDs Given Color & Name

Below is a general skill sequence for helping learners for teaching learners how to receptively identify items based on the color and name of the item.

As learners progress in their ability to identify items based on general stimulus properties linked to adverbs such as color, shape, etc., the stage is set for them to refine their skills in identifying specific items by color. This skill area represents the initial step in enhancing the learner's capacity to both discern and articulate the color aspect of items. As they become more proficient in this area, it's a logical next step to extend their skill set to include the receptive identification of items by shape and name, or by size and name. The aim of developing fluency in this area is to enrich the learner's vocabulary and descriptive abilities concerning everyday objects. Mastering these skills not only bolsters their cognitive understanding of the world around them but also lays a foundation for more advanced language and categorization skills. By nurturing these abilities, we're equipping learners with the tools to more effectively communicate and interact with their environment, enriching their experiences and interactions with the world.

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.
  • Listener Responding, LR 11-M, Selects items by color and shape from an array of six similar stimuli, for 4 colors and 4 shapes (e.g., Find the red car. Find the square cracker.).

AFLS (Assessment of Functional Living Skills)

  • Dressing, DR28, Matches clothing styles and colors.
  • Basic Communication, BC13, Labels adjectives (identify properties of objectives: color, size, shape, texture).
  • Clothing and Laundry, CL3, Sorts laundry by color/type.
  • Laundry, LY1, Sorts laundry by color.

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?”
  • 30 Months, Cognitive, Shows he knows at least one color, like pointing to a red crayon when you ask, “Which one is red?”
  • 4 Years, Cognitive, Names a few colors of items.

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 an item when given the name and color of the item for one item across three different colors for that item in an array of 15.
  • Learner will receptively identify an item when given the name and color of the item for three items across three different colors for each of those items in an array of 15.
  • Learner will receptively identify an item when given the name and color of the item for six items across three different colors for each of those items in an array of 15.
  • Learner will receptively identify an item when given the name and color of the item for nine items across three different colors for each of those items 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 ArrayFFC-Receptively IDs Common FFC Item in 2D Array FFC-Receptively IDs Common FFC Item in 2D Array FFC-Receptively IDs Common Features in 2D Array FFC-Receptively IDs Common Features in 2D Array FFC-Receptively IDs Item Given Feature in 2D ArrayFFC-Receptively IDs Item Given Feature in 2D Array

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to receptively identify items given their color and name. 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 Brown Dog (Ao15)
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#2 Selects Black Dog (Ao15)
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#3 Selects White Dog (Ao15)
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#4 Selects Red Ball (Ao15)
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#5 Selects Blue Ball (Ao15)
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#6 Selects Yellow Ball (Ao15)
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#7 Selects Blue Book (Ao15)
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#8 Selects Green Book (Ao15)
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#9 Selects Red Book (Ao15)
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#10 Selects Green Cup (Ao15)
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#11 Selects White Cup (Ao15)
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#12 Selects Red Cup (Ao15)
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#13 Selects Black Car (Ao15)
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#14 Selects Red Car (Ao15)
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#15 Selects Silver Car (Ao15)
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#16 Selects Orange Drink (Ao15)
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#17 Selects Brown Drink (Ao15)
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#18 Selects Red Drink (Ao15)
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#19 Selects Yellow Banana (Ao15)
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#20 Selects Green Banana (Ao15)
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#21 Selects Brown Banana (Ao15)
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#22 Selects Silver Key (Ao15)
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#23 Selects Gold Key (Ao15)
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#24 Selects Bronze Key (Ao15)
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#25 Selects Brown Cookie (Ao15)
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#26 Selects Black Cookie (Ao15)
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#27 Selects Yellow Cookie (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.

FFC-Receptively IDs Item Given Feature in 2D ArrayFFC-Receptively IDs Item Given Feature in 2D Array

Receptively IDs Common Colors in 2D Array (Coming Soon!)

Receptively IDs Given Size & Name (Big & Little)Receptively IDs Given Size & Name (Big & Little)

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 Given Shape & Name (Coming Soon!)

Labels with Color & NameLabels with Color & Name

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

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Research and Resources
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