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.
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.
Shopping, SH33, Selects casual clothing items in standard sizes (s, m, l, xl).
Retail, RT9, Discriminate sizes of garments.
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 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.
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.
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#1 Rec IDs big dog (Ao5)
How to Run
Present an array of 5 pictures: 4 should be pictures of small dogs, the 5th should be a picture of a big dog.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big dog”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#2 Rec IDs little dog (Ao5)
How to Run
Present an array of 5 pictures: 4 should be pictures of big dogs, the 5th should be a picture of a small dog.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little dog”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#3 Rec IDs big ball (Ao5)
How to Run
Present an array of 5 pictures: 4 should be pictures of little balls, the 5th should be a picture of a large ball.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big ball”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#4 Rec IDs little ball (Ao5)
How to Run
Present an array of 5 pictures: 4 should be pictures of big balls, the 5th should be a picture of a little ball.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little ball”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#5 Rec IDs big book (Ao5)
How to Run
Present an array of 5 pictures: 4 should be pictures of little books, the 5th should be a picture of a big book.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big book”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#6 Rec IDs little book (Ao5)
How to Run
Present an array of 5 pictures: 4 should be pictures of big books, the 5th should be a picture of a little book.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little book”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#7 Rec IDs big dog (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of small dogs, the one should be a picture of a big dog, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big dog”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#8 Rec IDs little dog (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of big dogs, one should be a picture of a small dog, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little dog”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#9 Rec IDs big ball (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of little balls, one should be a picture of a large ball, and the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big ball”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#10 Rec IDs little ball (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of big balls, one should be a picture of a little ball, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little ball”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#11 Rec IDs big book (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of little books, one should be a picture of a big book, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big book”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#12 Rec IDs little book (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of big books, one should be a picture of a little book, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little book”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#13 Rec IDs big cup (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of little cups, one should be a picture of a big cup, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big cup”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#14 Rec IDs little cup (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of big cups, one should be a picture of a little cup, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little cup”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#15 Rec IDs big car (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of little cars, one should be a picture of a big car, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big car”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#16 Rec IDs little car (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of big cars, one should be a picture of a little car, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little car”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#17 Rec IDs big man (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of little people, one should be a picture of a large person, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big man”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#18 Rec IDs little man (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of big people, one should be a picture of a little person, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little man/person”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#19 Rec IDs big truck (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of little trucks, one should be a picture of a big truck, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big truck”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#20 Rec IDs little truck (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of big trucks, one should be a picture of a little truck, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little truck”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#21 Rec IDs big tree (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of little trees, one should be a picture of a big tree, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big tree”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#22 Rec IDs little tree (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of big trees, one should be a picture of a little tree, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little tree”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#23 Rec IDs big house(Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of little houses, one should be a picture of a big house, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “big house”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
Research/Resources
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#24 Rec IDs little house (Ao10)
How to Run
Present an array of 10 pictures: 4 should be pictures of big houses, one should be a picture of a little house, the rest should be pictures of familiar items.
Gain the attention and motivation of the learner.
Instruct the learner to find the/point to the/give you the “little house”.
Learner should find the corresponding picture card.
Reinforce Accordingly.
Additional Notes
Materials
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.
Receptively IDs Long & Short in 2D Array (Coming Soon!)
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
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 Array
Receptively IDs Given Color & Name