Below is a general skill sequence for teaching learners to receptively identify the numbers 15-50.
Once a learner can identify the numbers 1-15 in an array, the next step is the larger two-digit numbers. These come up constantly: page numbers, classroom calendars, sports jerseys, addresses, and clocks. Two-digit numbers add a new challenge because 23 and 32 use the same digits in a different order. This sequence moves through the numbers in small groups, with the "tens" numbers (20, 30, 40, 50) taught as anchors, and ends with mixed arrays across the whole range.
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)
- Math, M 11-M, Identifies as a listener the numbers 1-5 in an array of 5 different numbers.
AFLS (Assessment of Functional Living Skills)
- Health, Safety & First Aid, HS22, Calls 911 and reports key facts.
- Phone, PH6, Dials phone numbers
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
- 5 Years, Cognitive, Names some numbers between 1 and 5 when you point to them.
Treatment Plan Goal Ideas
Select treatment plan goals that accurately encompass what you think the learner can accomplish in this skill area over the course of an authorization period (usually 6 months).
Treatment plan goal ideas for this particular skill area are as follows:
Learner will receptively identify the numbers 16-30 in an array of 5.
Learner will receptively identify the numbers 31-50 in an array of 5.
Learner will receptively identify any number 15-50 in a mixed array of 8, including reversed pairs (e.g., 23 and 32).
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.
Start at the top. Each indent is the next step.
Intro to Scanning (RD-020)
Following Gestures (RD-030)
Receptively IDs Common Items in 2D Array (RC-090)
Matches Numbers 1-15 in 2D Array (Identical) (MT-160)
Receptively IDs Numbers 1-15 in 2D Array (RC-160)
📍 YOU ARE HERE: Receptively IDs Numbers 15-50 in 2D Array (RC-340)
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to receptively identify the numbers 15-50. 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.
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.
Labels Numbers 15-50 (Coming Soon!)
Follow the link below to better understand component-composite analysis.
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