40 Skill Ideas for Targeting Group and Classroom Programming
In last week’s article I talked about three areas that I’ve seen BCBAs “over-target” in regard to programming. Most of these areas that are overemphasized are important areas—BCBAs just jump the gun in introducing them and tend to do so before the child is ready skill-wise. That means the kiddo doesn’t have the component skills necessary to make the endeavor a success. Specifically, I listed group and classroom related activities as a skill area that is often prematurely introduced.
Where I’m not completely sure why I see this so often, I’m think I have a general idea. For most clinicians and families, getting our learner to school is our end goal. We envision our learner moving through their school day independently—making friends along the way. The typical and independent classroom experience for a learner seems to be—whether we know it implicitly or explicitly—the gold standard in ABA success. And we want to get there as fast as we can.
Because we try so hard to meet that standard, we sometimes throw a kiddo into a circle or group time situation without the skills that they need. Sometimes we don’t program for those prerequisite skills. Sometimes we just hope that something sticks.
Today, I wanted to go over a few general component skills for a basic circle, group, or classroom experience. Again, these are skills you’ll want to ensure that your learner has before you introduce group situations. Assessing and programming for these skills ahead of time is helpful in two ways. First, it obviously increases the likelihood that your learner will transition into a circle/group/classroom environment successfully and thrive. Second, it gives you an idea of how realistic those expectations are. In other words, you’ll get a better idea of where your learner might struggle should you introduce them to a group or classroom environment right now.
Here are ways you can begin the process of assessing and programming for circle, group, or classroom time with your learners. Let’s dig in!
Eye Contact
Learner orients toward adult when name is called at 3 feet in exchange for a highly preferred item/activity.
Learner orients toward adult when name is called at 5 feet in exchange for a highly preferred item/activity.
Learner orients toward adult when name is called at 15 feet in exchange for a highly preferred item/activity.
Learner orients toward adult when name is called at 15 feet in exchange for a highly preferred item during another preferred activity.
Learner orients toward adult when name is called at 15 feet in exchange for a moderately preferred item/activity.
Learner orients toward adult when name is called at 15 feet in exchange for a neutral value item/activity and/or social praise.
Gestures
Learner will follow a therapist/instructor’s distal gesture at three feet when the therapist/instructor points to an item that is directly to the left, right, or behind them.
Learner will follow a therapist/instructor’s distal gesture at +/- 10 feet when the therapist/instructor points to an item that is directly to the left, right, or behind them.
Learner will follow a therapist/instructor’s distal gesture at +/- 10 feet when the therapist/instructor points to an item on a calendar/dry erase/chalk board at the front of the room.
Sitting
Learner sits in a chair when asked for only a few seconds in exchange for a highly preferred item or activity.
Learner engages with a preferred item or activity while sitting in a chair for 30 seconds.
Learner engages with a preferred item or activity while sitting in a chair for 60 seconds.
Learner engages with a moderately preferred item or activity while sitting in a chair for 30 seconds (Learner is given the option to engage in high value reinforcement afterward).
Learner engages with a moderately preferred item or activity while sitting in a chair for 60 seconds (Learner is given the option to engage in high value reinforcement afterward).
Learner engages with a neutral value fidget item or activity (or similar) while sitting in a chair for 60 seconds (is given the option to engage in high value reinforcement afterward).
With therapist at +/- 10 feet distance, Learner engages with a neutral value fidget item or activity (or similar) while sitting in a chair for 60 seconds.
With therapist at +/- 10 feet distance and interacting with another person, Learner engages with a neutral value fidget item or activity (or similar) while sitting in a chair for 60 seconds.
Learner engages with table activity (kinetic sand, Play-Doh, drawing, coloring, building with blocks) while sitting in a chair for 60 seconds.
Transitioning
When asked to go sit down in a chair that is +/- 10 feet away, Learner will sit and engages with a neutral value fidget item or activity (or similar) while sitting in a chair for 60 seconds.
When asked to get up and leave their chair that they are sitting in, Learner will come over to the therapist/instructor when the instruction is given at a distance of +/- 10 feet.
When asked to stand on a marker (or similar), Learner will stand and engage with a neutral value fidget item or activity (or similar) while remaining within 2-3 feet of the marker for 60 seconds.
Following Instructions
Learner will perform one simple imitation task while seated or standing when the model is given at a distance of +/- 10 feet.
Learner will perform one simple listener responding task while seated or standing when the instruction is given at a distance of +/- 10 feet.
Learner will perform simple two-step imitation task while seated or standing when the model is given at a distance of +/- 10 feet.
Learner will perform two-step listener responding tasks while seated or standing when the instruction is given at a distance of +/- 10 feet.
Learner will perform simple three-step imitation tasks while seated or standing when the model is given at a distance of +/- 10 feet.
Learner will perform three-step listener responding tasks while seated or standing when the instruction is given at a distance of +/- 10 feet.
When the instruction is given at +/- 10 feet, Learner will follow the instruction to get up, find, sit down, and then engage with a table activity (kinetic sand, Play-Doh, drawing, coloring, building with blocks) while sitting in a chair for 60 seconds.
Peers
Learner will engage with a highly preferred item or activity while seated or standing within three feet of a peer for 60 seconds.
Learner will engage with a moderately preferred item or activity while seated or standing within three feet of a peer for 60 seconds.
Learner will engage with a neutral value/fidget item or activity while seated or standing within three feet of a peer for 60 seconds.
With the therapist/instructor at a +/- 10 foot distance, learner will engage with a neutral value/fidget item or activity while seated or standing within three feet of a peer for 60 seconds.
When the instruction is given at +/- 10 feet, learner will engage with a table activity (kinetic sand, Play-Doh, drawing, coloring, building with blocks) while sitting next to a peer for 60 seconds. (Note: Peer does not engage in the activity).
When the instruction is given at +/- 10 feet, learner will engage in a shared a table activity (kinetic sand, Play-Doh, drawing, coloring, building with blocks) with a peer for 60 seconds. (Note: Peer is allowed to engage with the same materials as the learner).
Communication
When motivated for attention, the learner taps for attention of a peer or adult.
Learner will raise hand to gain access to adult attention while seated at a distance of three feet from the adult.
Learner will raise hand to gain access to adult attention while seated at a distance of ten feet from the adult.
Learner will quietly raise hand to gain access to adult attention while seated at a distance of ten feet from the adult.
Learner will quietly raise hand to gain access to adult attention and then make a request for a specific need while seated at a distance of ten feet from the adult.
Learner will quietly raise hand to gain access to adult attention and then make a request to leave their seat when at a distance of ten feet from the adult.
Now, every learner will have or need these skills in a different way. This depends on the learner and it depends on the setting you’re targeting for. It's up to us to ensure that we are individualizing our treatment to the learner as we need to.
However, to belabor the point, it’s important to note that there are 40 targets listed here.
40…
What does that mean?
If we’re simply putting a kiddo into circle time, group, or classroom settings without conducting an analysis like this, it means we are hoping. We’re hoping that they somehow pick up these 40 skills on their own without our help at all.
This is why it’s important to understand the gravity of the skill areas we think we should be targeting with a learner. For our purposes, gravity is measured by the number of component skills we’ll need to teach to ensure that the learner sees success in this skill area!
Thanks for reading! Hit me back with thoughts and questions :)
As a friendly reminder, every learner is quite different! The ideas above are only ideas and aren’t a one-size fits all strategy! As a clinician, it’s important to remain judicious and careful in goal selection :-) Happy Friday!