Below is a general skill sequence for helping learners receptively identify items given their size.
As learners advance in their ability to identify basic items, actions, and features, clinicians have the opportunity to introduce common comparative adverbs, particularly focusing on concepts like "big" and "little." This skill area is designed to guide learners through the initial stages of understanding these concepts by comparing common stimuli, which they may have already encountered in previous skill areas within this database. Utilizing comparison stimuli is a strategic approach to emphasize the differences between "big" and "little," aiding learners in developing a clearer conceptualization of these terms. As learners become more proficient in receptively identifying objects as 'big' or 'little,' the natural progression of this learning journey involves moving towards teaching them to label these features. This step not only reinforces their understanding of size concepts but also enhances their descriptive vocabulary, bridging foundational recognition skills with expressive language development.
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 10 common “big” items in an array of 10, where smaller versions of those same items are present in the array.
- Learner will receptively identify 10 common “little” items in an array of 10, where large versions of those same items are present in the array.
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) 
Following Gestures
Receptively IDs Common Items in 2D Array
FFC-Receptively IDs Common FFC Item in 2D Array 
FFC-Receptively IDs Common Features in 2D Array 
FFC-Receptively IDs Item Given Feature in 2D ArraySkill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to receptively identify big and little. 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.
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 Common FFC Item in 2D Array FFC-Receptively IDs Common Features in 2D Array FFC-Receptively IDs Item Given Feature in 2D ArrayReceptively IDs Sharp & Dull in 2D Array (Coming Soon!)
Receptively IDs Hot & Cold in 2D Array (Coming Soon!)
Receptively IDs Clean & Dirty in 2D Array (Coming Soon!)
Receptively IDs Given Color & NameComposite 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 Long & Short in 2D Array (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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