Below is a general skill sequence for helping learners transition away from a preferred item or area with a trusted adult.

Transitioning from preferred items and activities can present a significant challenge for learners, yet mastering this skill is crucial. The process involves two key steps: firstly, the learner must learn to leave their favored item or activity, and secondly, they need to remain in close proximity to a trusted adult. This skill is particularly vital when venturing out in public with family members or navigating to less preferred areas, such as the bathroom. Achieving proficiency in this area not only enhances the learner's ability to adapt to various environments—be it at home, school, or within the community—but also boosts their overall learning opportunities and rates. Additionally, staying close to an adult in potentially unsafe areas, like parking lots, is essential for safety. This skill area, therefore, is fundamental in setting the stage for broader learning and safety in everyday life.

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 walk (no handholding) with a trusted adult for 100 feet with frequent changes in direction in exchange for a preferred item/activity.
• Learner will walk (no handholding) to a low value area/location with a trusted adult with frequent changes in direction in exchange for a preferred item/activity.

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 Reinforcer/Preference Expansion

Imitates Actions with Preferred Items

Intro to Handholding

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to transition with others. 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.

Intro to Sitting

Intro to Toileting

Approaching Others When Asked

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.

Intro to Waiting

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

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