Below is a general skill sequence for helping learners identify uppercase letters across different fonts.
Letters don’t always look the same. The “A” in a storybook, on a worksheet, on a cereal box, and on a computer screen can each look a little different. This skill area takes the uppercase letters your learner already identifies and teaches them across 3 fonts, so they recognize the letter itself and not one particular picture of it. It’s important to check that the learner is fluent in receptively identifying uppercase letters in one font first. Proficiency in this skill area supports reading in books, on signs, and in the community, and prepares the learner for labeling letters.
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)
- Reading, R 12-M, Selects (LD’s) the correct uppercase letter from an array of 5 letters, for 10 different letters.
AFLS (Assessment of Functional Living Skills)
- Basic Communication, BS21, Writes or types own name.
- Basic Communication, BS22, Spells dictated words by writing or typing (e.g. learner will write or type dictated words).
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 letters when you point to them.
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 uppercase letters across 3 different fonts in an array of 15.
- Learner will receptively identify 26 uppercase letters across 3 different fonts in an array of 15.
- Learner will receptively identify uppercase letters in a novel font 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.
Start at the top. Each indent is the next step.
Intro to Scanning (RD-020)
Intro to Matching (Visual Perception) (MT-010)
Following Gestures (RD-030)
Matches Uppercase Letters in 2D Array (Identical) (MT-130)
Receptively IDs Common Items in 2D Array (RC-090)
Receptively IDs Uppercase Letters in 2D Array (RC-170)
📍 YOU ARE HERE: Receptively IDs Uppercase Letters in 2D Array (Across 3 Fonts) (RC-350)
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to identify uppercase letters across fonts. 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.
Matches Uppercase Letters in 2D Array (Non-identical) (MT-280)
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 Uppercase Letters in 2D (TC-080)
Receptively IDs Lowercase Letters in 2D Array (Across 3 Fonts) (RC-360)
Follow the link below to better understand component-composite analysis.
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