Below is a general skill sequence for helping learners wait in line.
As learners gain the ability to sit and wait in areas without elopement and other problem behaviors, the clinician or teacher may elect to begin teaching fundamental concepts related to waiting in line. This skill area addresses waiting in a line from a variety of different angles, namely in elopement and movement through the line. As learners gain fluency here, more complex community and classroom skills can be addressed!
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)
Social Behavior and Social Play, SBSP 11-M, Spontaneously cooperates with a peer to accomplish a specific outcome 5 times (e.g., one child holds a bucket while the other pours the water).
Listener Responding, LR 12-M, Follows 2 instructions involving 6 different prepositions (e.g., Stand behind the chair) and 4 different pronouns (e.g., Touch my ear).
Group, G 12-M, Responds to 5 different group instructions or questions without direct prompts in a group of 3 or more children (e.g. , Everybody stand up, Does anyone have a red shirt on?)
AFLS (Assessment of Functional Living Skills)
Toileting, TL29, Waits to go to next available urinal or stall (lineup required).
Eat in Public, EP9, Waits in line to order food.
Basic Skills, BS44, Respects personal space of others.
DSM-V Diagnostic Criteria for Autism
A3, Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.
CDC’s Developmental Milestones
30 Months, Cognitive, Follows two-step instructions like “Put the toy down and close the door.”
5 Years, Social/Emotional, Follows rules or takes turns when playing games with other children.
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 remain standing, in a designated area without elopement for 2 minutes while engaged with fidget activities (or similar).
Learner will move along in a line without elopement for 60 seconds while engaged with fidget activities (or similar) and with minimal prompts.
Learner will move along in a line without elopement or prompting for 60 seconds.
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 wait in a line. 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 Waits while standing, holding hands, stationary, w/high value for 30s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you and wait and have them grab your hand.
Give the learner a high value item/activity (screen time, edible, etc.).
Learner should stand next to you, holding your hand, without elopement, while optionally engaged with the preferred item/activity.
Once 30 seconds has elapsed, allow them to let go of your hand, leave the area, and engage in a high value item or activity (it may be the same one).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#2 Waits while standing, holding hands, stationary, w/high value for 60s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you and wait and have them grab your hand.
Give the learner a high value item/activity (screen time, edible, etc.).
Learner should stand next to you, holding your hand, without elopement, while optionally engaged with the preferred item/activity.
Once 60 seconds has elapsed, allow them to let go of your hand, leave the area, and engage in a high value item or activity (it may be the same one).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#3 Waits while standing, holding hands, stationary, w/high value for 2m
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you and wait and have them grab your hand.
Give the learner a high value item/activity (screen time, edible, etc.).
Learner should stand next to you, holding your hand, without elopement, while optionally engaged with the preferred item/activity.
Once 2 minutes has elapsed, allow them to let go of your hand, leave the area, and engage in a high value item or activity (it may be the same one).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#4 Waits while standing, holding hands, stationary, w/toy for 30s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you and wait and have them grab your hand.
Give the learner an item/toy that is appropriate (fidget spinner, stress ball, small car).
Learner should stand next to you, holding your hand, without elopement, while optionally engaged with the toy.
Once 30 seconds has elapsed, allow them to let go of your hand, leave the area, and engage in a high value item or activity (or continue with the fidget toy).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#5 Waits while standing, holding hands, stationary, w/toy for 60s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you and wait and have them grab your hand.
Give the learner an item/toy that is appropriate (fidget spinner, stress ball, small car).
Learner should stand next to you, holding your hand, without elopement, while optionally engaged with the toy.
Once 60 seconds has elapsed, allow them to let go of your hand, leave the area, and engage in a high value item or activity (or continue with the fidget toy).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#6 Waits while standing, holding hands, stationary, w/toy for 2 minutes
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you and wait and have them grab your hand.
Give the learner an item/toy that is appropriate (fidget spinner, stress ball, small car).
Learner should stand next to you, holding your hand, without elopement, while optionally engaged with the toy.
Once 2 minutes has elapsed, allow them to let go of your hand, leave the area, and engage in a high value item or activity (or continue with the fidget toy).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#7 Waits while standing, no handholding, stationary, w/high value for 30s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you or on a designated area (like a rug or marked spot).
Give the learner a high value item/activity (screen time, edible, etc.).
Learner should stand in designated area (or next to you), without elopement, while optionally engaged with the preferred item/activity.
Once 30 seconds has elapsed, allow them to leave the area, and engage in a high value item or activity (it may be the same one).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#8 Waits while standing, no handholding, stationary, w/high value for 60s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you or on a designated area (like a rug or marked spot).
Give the learner a high value item/activity (screen time, edible, etc.).
Learner should stand in designated area (or next to you), without elopement, while optionally engaged with the preferred item/activity.
Once 60 seconds has elapsed, allow them to leave the area, and engage in a high value item or activity (it may be the same one).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#9 Waits while standing, no handholding, stationary, w/high value for 2 minutes
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you or on a designated area (like a rug or marked spot).
Give the learner a high value item/activity (screen time, edible, etc.).
Learner should stand in designated area (or next to you), without elopement, while optionally engaged with the preferred item/activity.
Once 2 minutes has elapsed, allow them to leave the area, and engage in a high value item or activity (it may be the same one).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#10 Waits while standing, no handholding, stationary, w/fidget toy for 30s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you or on a designated area (like a rug or marked spot).
Give the learner a fidget toy (or similar).
Learner should stand in designated area (or next to you), without elopement, while optionally engaged with the fidget toy (or similar).
Once 30 seconds has elapsed, allow them to leave the area, and engage in a high value item or activity (or continue with the fidget toy).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
‣
#11 Waits while standing, no handholding, stationary, w/fidget toy for 60s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you or on a designated area (like a rug or marked spot).
Give the learner a fidget toy (or similar).
Learner should stand in designated area (or next to you), without elopement, while optionally engaged with the fidget toy (or similar).
Once 60 seconds has elapsed, allow them to leave the area, and engage in a high value item or activity (or continue with the fidget toy).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#12 Waits while standing, no handholding, stationary, w/fidget toy for 2 minutes
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand next to you or on a designated area (like a rug or marked spot).
Give the learner a fidget toy (or similar).
Learner should stand in designated area (or next to you), without elopement, while optionally engaged with the fidget toy (or similar).
Once 2 minutes has elapsed, allow them to leave the area, and engage in a high value item or activity (or continue with the fidget toy).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#13 Waits in line, no handholding, w/high value for 30s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand in front of you in a line with others.
Give the learner a high value item/activity (screen time, edible, etc.).
Learner should stand in front of you, without elopement, while optionally engaged with the preferred item/activity. Learner should move in the line with prompting.
Once 30 seconds has elapsed, allow them to leave the line, and engage in a high value item or activity (it may be the same one).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#14 Waits in line, no handholding, w/high value for 60s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand in front of you in a line with others.
Give the learner a high value item/activity (screen time, edible, etc.).
Learner should stand in front of you, without elopement, while optionally engaged with the preferred item/activity. Learner should move in the line with prompting.
Once 60 seconds has elapsed, allow them to leave the line, and engage in a high value item or activity (it may be the same one).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#15 Waits in line, no handholding, w/high value for 2 minutes
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand in front of you in a line with others.
Give the learner a high value item/activity (screen time, edible, etc.).
Learner should stand in front of you, without elopement, while optionally engaged with the preferred item/activity. Learner should move in the line with prompting.
Once 60 seconds has elapsed, allow them to leave the line, and engage in a high value item or activity (it may be the same one).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#16 Waits in line, no handholding, w/fidget toy for 30s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand in front of you in a line with other people.
Give the learner a fidget toy (or similar).
Learner should stand in front of you without elopement, while optionally engaged with the fidget toy (or similar). Prompting them to move along in the line is okay.
Once 30 seconds has elapsed, allow them to leave the line, and engage in a high value item or activity (or continue with the fidget toy).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#17 Waits in line, no handholding, w/fidget toy for 60s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand in front of you in a line with other people.
Give the learner a fidget toy (or similar).
Learner should stand in front of you without elopement, while optionally engaged with the fidget toy (or similar). Prompting them to move along in the line is okay.
Once 60 seconds has elapsed, allow them to leave the line, and engage in a high value item or activity (or continue with the fidget toy).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#18 Waits in line, no handholding, no toys, 30s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand in front of you in a line with other people.
Learner should stand in front of you and move as the line does without elopement. Prompting them to move along in the line is okay.
Once 30 seconds has elapsed, allow them to leave the line, and engage in a high value item or activity.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#19 Waits in line, no handholding, no toys, 60s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand in front of you in a line with other people.
Learner should stand in front of you and move as the line does without elopement. Prompting them to move along in the line is okay.
Once 60 seconds has elapsed, allow them to leave the line, and engage in a high value item or activity.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#20 Waits in line, no handholding, no toys, no prompts, 30s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand in front of you in a line with other people.
Learner should stand in front of you and move as the line does without elopement and without prompting.
Once 30 seconds has elapsed and they’ve moved through the line independently, allow them to leave the line, and engage in a high value item or activity.
Additional Notes
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Materials
Research/Resources
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#21 Waits in line, no handholding, no toys, no prompts, 60s
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to stand in front of you in a line with other people.
Learner should stand in front of you and move as the line does without elopement and without prompting.
Once 60 seconds has elapsed and they’ve moved through the line independently, allow them to leave the line, and engage in a high value item or activity.
Additional Notes
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
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.
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 Reinforcer/Preference Expansion
Performs Preferred Action with Preferred Item (LR)
Performs Action During Familiar Routines (LR)
Intro to Handholding
Intro to Waiting
Intro to Circle Time
Transitioning With Others